Two case studies were conducted that both involved teaching three-year-olds to read. In Study A, one three-year-old child was provided reading training over 13 months, concomitant with a background program of speech, language, and intellectual stimulation. In Study B, four three-year-old children were provided reading training over 2 months. A daily log was maintained throughout the training periods. In Study A, reading and other abilities were tested during the training and one month after the training ended. In Study B, reading skills were tested on three occasions after instruction ended. Results for retention of reading skills and for improvement in language and intellectual abilities (referenced to norm-based test scores) are discussed. (Author/AA)