Fifteen children from each of three kindergarten classes were randomly chosen to participate in this study and were randomly assigned to one of three treatment groups: (1) a group that received a perceptual training program; (2) a group that received augmented attention but no program; and (3) a control group that received no special program nor attention. The program and attention sessions occurred once a week for 25 minutes. The purpose of this study was to discover if kindergarten can facilitate later reading skill development and, specifically, if a perceptual training program increases the likelihood that children will succeed in learning to read. All the children in the study were pretested on a perceptual motor development test and posttested on a reading readiness test. The study ran from September 1967 to May 1968. Children in group one scored higher than those in group two, who, in turn, scored higher than children in the control group. These differences, however, were not significant. Also, although chronological age was not found to correlate with reading readiness scores, the scores on the perceptual motor development test did correlate with the readiness scores. No performance differences were attributed to variations in teaching style or classroom. (WD)