This study examines the effect of gender perceptions and gender roles on the reading interests of primary school students, addressing an important yet often overlooked aspect of early literacy development. Research has shown that gender stereotypes significantly shape children's engagement with different types of reading materials, reinforcing traditional norms and expectations regarding suitable literary genres for boys and girls. These implicit and explicit societal messages not only affect children's reading preferences but may also limit their exposure to diverse literary genres, thereby influencing their cognitive and linguistic development.

The study employs a quantitative research design and is based on a relatively small sample of 88 primary school students. While this sample provides valuable initial insights, it does not allow for broad generalizations. The research investigates how societal expectations about gender roles influence book selection and whether these expectations contribute to a gendered reading culture in early education. Findings indicate that girls predominantly prefer fairy tales, poetry, and realistic fiction, whereas boys are more inclined towards adventure, science fiction, and technical literature. These results suggest that traditional gender norms remain deeply embedded in children's literary choices, which may impact their long-term engagement with different textual forms and their ability to critically navigate diverse narratives.

Given the limited sample size, these findings should be interpreted with caution. While they align with existing literature on gendered reading preferences, additional research with larger and more diverse samples is necessary to confirm these trends and examine potential moderating factors such as socioeconomic background, cultural influences, and educational interventions. Furthermore, qualitative research could provide deeper insights into children's motivations for selecting particular texts and how they perceive the role of gender in their reading experiences.

Despite these limitations, the study underscores the importance of addressing gendered reading patterns in early education. A more balanced approach to reading instruction—one that actively challenges restrictive gender norms—could foster greater literary diversity and encourage students to explore a wider range of texts. Educators and parents play a crucial role in this process by providing inclusive book selections and promoting discussions that deconstruct gender-based literary expectations. By ensuring equitable access to diverse reading materials, schools can help mitigate the impact of gender stereotypes on literacy development and support a more inclusive and critical reading culture.

This study contributes to the ongoing discourse on gender equality in education and literacy by highlighting the need for further empirical investigation. Future research should explore long-term strategies for reducing gender-based biases in reading and assess the effectiveness of pedagogical interventions designed to promote more diverse literary engagement among young readers.

Keywords: Gender roles, reading interests, primary education, gender stereotypes, literacy.