A practicum provided child-centered activities for 20 kindergarten children during regular school hours. Goals for the practicum were to: (1) develop literacy; (2) increase social interaction between the teacher and the child through verbal and body language communication which weaves reading and writing into the relationship; and (3) obtain a shared commitment to literacy with the assistance and help of the parents and school staff. Child-centered activities utilizing the regular classroom facility and based upon reading recovery principles were used. Results showed a significant shift in students' attitude and performance towards reading, writing, and language. Results suggest that child-centered activities which wove reading, writing, and language behavior into the learning process developed literacy. The appendix provides three survey forms. (75 references; 8 tables) (SR)