The study examined relationships among information processing style, intellectual giftedness, and reading ability in 38 young (ages 4-6) gifted children. The children were given the Stanford Binet intelligence test, the Kaufman Assessment Battery for Children and the Peabody Individual Achievement Test. Findings indicated that: (1) intellectual giftedness is related to information processing in young gifted children, specifically in the area of simultaneous processing; (2) intellectual giftedness and reading ability are related in this population but not predictive; (3) sequential processing appears to be related to reading recognition, while simultaneous processing has a closer relationship to reading comprehension; and (4) significant differences were identified between gifted and highly gifted young children (based on IQ) in intellectual giftedness and reading ability. Contains 12 references. (DB)