RESEARCH IS COMPILED ON THE TOPIC OF READING READINESS. NUMEROUS RESEARCH STUDIES HAVE DEMONSTRATED THAT CHILDREN VARY GREATLY IN THE DEGREE TO WHICH THEY POSSESS "READING READINESS" AND THAT CHILDREN ARE DEFINITELY AIDED BY A READING READINESS PROGRAM. DISAGREEMENT EXISTS AMONG READING AUTHORITIES ON CERTAIN ASPECTS OF READINESS. AREAS OF DISCUSSION INCLUDE THE DESCRIPTION AND IMPORTANCE OF THE ACTUAL FACTORS DETERMINING READINESS, THE PROPER FUNCTION OF A READING READINESS TEST, THE LENGTH OF TIME TO BE SPENT IN A READINESS PROGRAM, THE PROPER AGE TO BEGIN READING, AND THE NATURE AND EXTENT OF THE ROLE ASSUMED BY THE FAMILY AND HOME IN DEVELOPING READING READINESS. THE RESEARCH FINDINGS AND DISAGREEMENTS OF INTERPRETATION IN EACH OF THESE AREAS ARE REPORTED AND DISCUSSED. THERE IS A DISTINCT NEED FOR FURTHER RESEARCH IN READINESS FOR BEGINNING READING. A NUMBER OF AREAS HAVE NOT BEEN INVESTIGATED, AND MANY RESEARCH STUDIES LACK STATISTICALLY SOUND STRUCTURING. AS THE BASE OF KNOWLEDGE CONCERNING READING READINESS BECOMES FIRMER WITH CONTINUED RESEARCH, THE TEACHING OF READING READINESS WILL BE STRENGHTHENED.