本文研究了英语学习者的性别与英语阅读理解水平间的关系。研究对象为98名内蒙古师范大学非英语专业蒙古族本科二年级学生。通过阅读理解测试及数据分析,笔者发现不同性别的读者面对存在性别倾向的阅读内容时,他们的成绩存在较显著的差异。根据此结果建议教师及测试者在进行教学和试卷命题时应考虑性别因素,尽量向读者提供适当的阅读内容。 This paper studies the relationship between English learners’ gender and English reading comprehension. The subjects studied were 98 second year Mongolian undergraduates of non-English majors from Inner Mongolia Normal University. Through reading comprehension test and data analysis, the author found that when readers of different genders faced gender-oriented reading content, their scores were significantly different. According to this result, teachers and testers should be advised to consider the gender factor in their teaching and examination paper proposition, and try their best to provide readers with appropriate reading content.