Some of the research dealing with pre-first-grade reading is discussed in relation to an experimental program with four-year-olds and pre-first-grade reading. The author states that little factual information exists for this topic and the majority of existing reports deal primarily with Head Start. Some of the shortcomings of reports on early reading are indicated: (1) failure to specify methodology; (2) failure to indicate the amount of time spent on reading; (3) insufficient descriptions of reading; (4) use of limited kinds of instruction; and (5) failure to stay with pre-first-grade readers long enough to assess the future effects. The report indicated that a basic problem in pre-first-grade reading is that many schools are not ready to deal with earlier starts in reading and that meaningful assessments of pre-first-grade starts in reading cannot occur until schools use and take advantage of such starts. (WR)