This study compared actual and recommended practices in reading readiness programs in kindergartens and first grades of New York State public schools as reported by classroom teachers and as advocated by chairmen of departments of early childhood and elementary education in the 54 teacher-training institutions in New York State offering certification programs in early childhood education. A questionnaire survey involving a random selection of 670 kindergarten and 964 first grade teachers and 45 of the 54 chairmen was used for data collection. Discrepancies between actual and recommended practice were found in the following areas: (1) earliest age of admission, (2) grouping patterns, (3) provision for systematic reading instruction, (4) retention in kindergarten, (5) provision for formal alphabet instruction, (6) intensified reading readiness instruction, (7) use of commercial reading readiness workbooks, and (8) use of reading readiness tests as a means of appraisal. A consensus on instruction to develop motivation and attitudes and on appraisal of physical, social-emotional, and cognitive factors was reached. A similar 1953 survey and 1967 data on the training and experience of early childhood teachers were also compared with the data from this study. (Author/TO)