The purpose of this quantitative study was to examine the effects of attending a state-funded 4K program located in a large southern Wisconsin suburban school district. Reading gains were measured as results of the Creative Curriculum Developmental Continuum assessment given in the fall and spring of 4K, and then sequentially, kindergarten-reading readiness was measured as results of the Observational Survey assessment. The reading data collected during the 4K school year were examined to determine if socio-economic status, race/ethnicity, or gender had the greatest influence on reading gains. Furthermore, data collected upon entry to kindergarten were examined to determine if socio-economic status, race/ethnicity, gender, or the reading gains from the 4K program had the most impact on kindergarten-reading readiness. The findings of this study concluded positive effects from participation in a 4K program on reading gains and kindergarten-reading readiness. Students who attended a 4K program displayed an increase in reading abilities over the 4K school year and performed better on reading assessments upon entry to kindergarten. All results indicated non-economically disadvantaged students outperformed economically disadvantaged students. However, 4K programming produced the greatest impact on economically disadvantaged students with them making the largest gains in reading over the 4K school year that, in turn, improved their reading readiness for kindergarten. Based on the findings of this research, it is imperative that state-funded 4K programs are considered to become a required part of the educational services provided for all families nationally and particularly in Wisconsin. The expansion of state-funded 4K programs may be a critically important component in preparing students for the rigorous benchmarks needed to compete in the global economy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]