The effects of teaching prereading skills to kindergarteners on their reading readiness scores were investigated. Seventeen kindergartens providing a cross section of socioeconomic levels and representing different ethnic groups were selected. Each experimental school was then matched to a control school. In the experimental schools, six major prereading skills were taught: listening for comprehension of content, listening for auditory discrimination, visual discrimination skills, oral language skills, motor-perceptual skills, and sound-symbol correspondence skills. Teachers in the experimental schools received a teacher's manual and met each week in the fall semester to receive additional materials and for discussions. The Murphy-Durrell Reading Readiness Analysis was given to all children at the end of the school year. Results indicated that in the total test and all individual tests, the experimentals outperformed the controls, girls outperformed boys, and the whites ourperformed other ethnic groups. The Mexican-Americans outperformed the blacks in the total test and all individual tests except on the Letter Names test. The experimental Mexican-American and black children achieved considerably higher scores than the control white children. Materials used and teaching techniques employed are described, and tables and references are included. (AW)