A Piagetian framework is provided for understanding patterns of cognitive growth and their relation to early reading achievement among kindergarten children. Reference is made to relevant research, including recent Piagetian interpretations of prereading, language, and logical thinking. Instructional strategies are offered to guide kindergarten teachers in thinking about the application of Piagetian theory. An example is the language experience method, in which stories dictated by children are the materials of instruction for the first stages in reading. This method is consistent with Piaget's emphasis on experiences preceding reading. From the Piagetian view, children cannot begin to comprehend reading material unless it reflects the knowledge they have constructed through their actions on objects and broad and varied play experiences. Piaget's concept of conservation is also implicated in studies that have shown a relationship between children's performance on conservation tasks and reading readiness. Aspects of reading -- how to recognize upper- and lower-case letters, manuscript and cursive letters, and different letters with the same sounds and the same letters with different sounds -- are believed to require logical thinking processes such as grouping, conserving, ordering, transforming, and perceptual decentering. In view of these considerations, prereading programs have been outlined that include teaching for logical thought. (Author/SS)