This study was initiated both to follow up an earlier investigation and to gather additional descriptive data regarding the relationship between the Prereading Skills Program and the Word Attack area of the "Wisconsin Design." Four Wisconsin schools participated. In this study, kindergarten students who had completed one year of instruction in the Prereading Skills Program were tested on six level-A and two level-B "Wisconsin Design" word attack skills. Test results indicated that students mastering all prereading skills could not be considered to have mastered level-A word attack skills. Students who mastered the three prereading visual skills mastered the "Wisconsin Design" word attack visual skills about 90 percent of the time; however, students who mastered the prereading sound skills mastered the "Wisconsin Design" sound skills only about 65 percent of the time. (Author)