A comparative analysis evaluated three studies that dealt with the differences among five-year-olds that should be considered before reading instruction is initiated in kindergarten. The premise of the comparison was that children from different countries (especially Israel, where these studies were conducted), have different abilities, react differently to reading instruction (sometimes bright children are late readers, for example), and differ in the acquisition of skills in the reading processes. Two of the studies, by Moshe Kochba and Sara Smilansky, examined and reinforced the efficiency of early reading through actual reading instruction, while the third study by Yaacov Rand concluded only that the regular process of acquisition of the Hebrew basic lexical skills can be started earlier than the age of six. Analysis of the studies' findings suggests that unanswered questions about reading instruction in kindergarten remain. Specific and differentiated reading readiness programs may be more effective than a general approach to early formal reading. Such a program could serve as a diagnostic tool to detect special needs of children who could be helped by a closed attached accompanying readiness program linking readiness and reading skill. It would also be preferable to involve parents of all five-year-olds in a specific readiness program rather than in assisting formal reading instruction. (References are attached.) (NKA)