The purpose of this study was to identify, from the literature, those factors--prescribed to be important in determining readiness to begin a formal reading program--which were perceived to be affected by working with the child in a teaching situation. A questionnaire listing the factors was submitted to the 162 participants who were asked to rank the factors as to: the relative importance they perceived each to have as it was related to reading readiness; and the degree they perceived each to be influenced by working with the child in a teaching situation. An information sheet designed to elicit information concerning the experience and training of the participants was included in the instrument. After analysis of the data, the following conclusions were drawn: the undergraduate training of the participants had little or no influence on their perception of the importance of the factors related to reading readiness or the extent each factor was influenced by working with the child in a teaching situation; the participants had not received systematic instruction in reading readiness in their teacher training programs, or their teaching experience caused a change which appeared to negate the effect of the training; the number of years experience and the grade level of experience seemed to have little or no effect on the way the participants ranked the factors. (Author/LL)