THE RESULTS OF 17 STUDIES ON READING READINESS ARE SUMMARIZED AND INTERPRETED. ALL BUT ONE OF THE STUDIES WERE COMPLETED SINCE 1957. READING READINESS IS DEFINED, AND THE DIFFERENCES BETWEEN TRADITIONAL AND CURRENT THEORY ARE DISCUSSED. STUDIES OF FORMAL READING READINESS INSTRUCTION IN KINDERGARTEN ARE DESCRIBED. CONCLUSIONS ABOUT KINDS OF READING READINESS EXPERIENCES, TESTS, STUDIES, AND THE AGE WHEN CHILDREN BEGIN READING READINESS AND READING INSTRUCTION ARE DRAWN FROM THE REPORTED RESEARCH. IMPLICATIONS FOR FURTHER RESEARCH ARE INCLUDED. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN "ELEMENTARY ENGLISH," VOLUME 43, APRIL 1966. (LS)