The existence of possible relationships between home environmental factors and children's reading readiness in kindergarten was sought in this study. The specific home environmental factors examined were maternal teaching style, maternal language style, children's daily schedules, and home prereading activities. A description of earlier studies made in the same area was given. The populations for the study consisted of 75 mothers and their 75 kindergarten-aged children in a central Illinois city. The sample was divided into three social classes: middle class, upper-lower, and lower-lower. Home interviews were made, and later the Murphy-Durrell Reading Readiness Analysis was administered to the children. Findings indicated that only the factor of maternal language style was related to reading readiness. But, it was concluded that additional research is needed for all four factors. References are included. (NH)