Relationships between kindergarteners' symbolic functioning in free play, selected demographic variables (sex, age, and socioeconomic status), and the children's ability to generate isolated written words were investigated. Sixty-five kindergarteners (37 male, 28 female) were tested and observed in their classes over a 4-week period. Play was observed and ranked according to Smilansky's cognitive play categories. Writing ability was measured by students' fluency in writing isolated words. Multiple regression and ANOVA procedures were employed to determine the extent to which play, SES, sex and age predicted student achievement. Play was a significant predictor of success in writing. SES, age and sex appeared to have little influence on the prediction of achievement. There was a significant main effect due to play on the achievement variable. Post hoc analyses indicated that dramatic play had the most significant effect on writing. It is concluded that teachers of young children can facilitate achievement in reading and writing by providing opportunities for dramatic play. (Author/RH)