The primary purpose of the study was to investigate the extent to which students who entered kindergarten are deficient in reading readiness skills; to determine the outcome of parental involvement in children's early education; and to gain a clear, holistic understanding of the research problem. The research methodology selected for this study was a mixed-method approach involving qualitative and quantitative techniques. The design was used to investigate valid characteristics of reading readiness deficiencies of 114 students who entered kindergarten, and analyzed state- and district-provided data from the Florida Assessments for Instruction in Reading (FAIR) assessment and Early Childhood Observation System (ECHOS) observation. The study also involved eight kindergarten teachers and 69 parents who volunteered and completed questionnaires regarding perspectives about reading readiness deficiencies. The study investigated the factors that contribute to the reading readiness deficiencies of kindergarten students. The factors examined include preschool attendance, gender, race, parent's education, and type of parental supports. The results indicate that preschool experiences and parental involvement significantly contribute to kindergarteners' reading readiness development. Kindergarteners who lack basic academic skills are ill-equipped for formal learning experiences and impede kindergarten teachers' ability to begin a program of instruction. The study recommends that school board policymakers should adjust the kindergarten curriculum to meet the reading readiness needs of students entering kindergarten. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]