This study investigates the effects of social relationships curricula and sex differences on reading readiness and imaginativeness. The subjects were ninety-six 5-year-olds from four kindergarten classrooms. In the pre- and post-assessment phase of the study the children were administered the Gates MacGinitie Reading Readiness Skills Test and the Singer Imaginativeness Inventory. Half of the group of subjects were assigned to experimental and half to control treatments, both involving 15 minutes per day, five days per week for seven consecutive months. The experimental treatment consisted of strategies for developing and using role play with the children and emphasized feelings, concerns and interests of the students, perceptions of the other, cooperation, helping, and individual and social group problem solving through role enactment. The control group of children engaged in individual art and craft activities. Several preliminary analyses were run on pre-test scores. The results of a 2 (treatments) x 2 (sex) analysis of variance indicated no significant main or interaction effects on IQ. The results of F tests (f/max) on treatment-sex conditions (e.g., experimental girls; control girls, etc.) showed non-significant differences between groups on both measures. The main analyses consisted of two 2 (treatments) x 2 (sex) analysis of covariance on reading and imaginativeness measures with post-hoc tests. The results indicated that children in experimental treatments outperformed those in control treatments, girls outperformed boys on reading and imaginativeness, and experimental girls did better than control boys on imaginativeness. (Author/SS)