This research was done to determine whether formal kindergarten training in alphabet and number names would result in a higher reading level for children at the end of grade 1. As part of an earlier research project, two classes of primarily middle-class kindergarten children received 8 weeks of training in alphabet and number names. Two control classes participated in the regular informal kindergarten program. Preliminary analyses at the beginning of grade 1 showed that the experimental group responded to the training with a higher level of number and letter recognition than the control group. The followup study involved an analysis of The Metropolitan Achievement Test subtest scores and the reading subtest scores of the Wide Range Achievement Test which were administered at the end of grade 1. Statistical analyses measured the differential impact of the experimental procedure separately for boys and girls on scores of the Draw-a-Man Test and the Gates Reading Readiness Test, administered as pretest, post-test-I, and post-test-II. The beneficial effects of kindergarten training were dissipated by the end of grade 1. The use of reading readiness tests for individual prediction of first-grade achievement was concluded to be risky. The complete project proposal and statistical data are appended. (CM)