In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 2006; Smith & Wilhelm, 2002) and organizations (The Education Alliance, 2007) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average achieving readers. Specifically, 288 third-grade average readers were studied. Two constructs consistent with expectancy-value theory (Eccles, 1983), self-concept as a reader and value of reading, were examined. The results suggest that third-grade boys and girls who are average readers are equally self-confident about their reading ability; however, boys value reading less than girls. This finding sheds new light on the complexities of motivation and gender differences. (Contains 4 tables and 1 figure.)