A project developed a program for improving writing readiness skills. The targeted population consisted of 37 kindergarten students in an upper middle class southwest Chicago (Illinois) suburb. The need for writing readiness skills was documented through writing observation checklists, anecdotal records, writing portfolios, and diagnostic tests. Analysis of probable cause data revealed that the subjects' prior experiences in writing overemphasized isolated skills, resulting in apprehension towards taking risks in the writing process, and concern over the effectiveness of invented spelling impacted the kindergarten writing process. Reviews of curricular content and instructional strategies revealed less curricular emphasis on writing skills at the kindergarten level. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: (1) a journal writing program; (2) a home writing and parent education program; and (3) the implementation of independent literacy activities promoting free exploration. Results from post-intervention data indicated an increase in subjects' writing readiness abilities, an improvement in the level of interest and a decrease in apprehension towards taking risks during the writing process. Findings suggested more parental involvement and understanding of writing readiness skills at the kindergarten level and an increase in subjects' independent writing activities during play. (Various forms, including a teacher survey of writing abilities, a story rubric, and a writing rubric, etc., as well as a grant application sample are appended; contains 51 references.) (Author/CR)