A NEW CURRICULUM OF CODING GAMES WAS DEVELOPED FOR BEGINNING READERS. THE CURRICULUM'S CONTENT EMPHASIZED TEACHING THE CHILD TO DECODE LETTERS INTO SOUNDS THAT REPRESENT LANGUAGE. THE PURPOSE WAS TO SHOW THE CHILD THE REASONABLENESS OF THE RELATIONSHIP BETWEEN WRITING AND SPEECH. THE CODING GAMES BEGAN WITH AN EMPHASIS ON LANGUAGE AND THE VARIOUS CODES THAT CAN BE USED TO STAND FOR LANGUAGE. PICTURES AND PICTURE-SYMBOLS WERE USED TO INTRODUCE WRITTEN CODES. THE GAMES WERE COMPLETED WITH AN INTRODUCTION TO THE USE OF ALPHABETIC CODE (TO SUPPLEMENT ABILITY TO COMMUNICATE WITH SIMPLE WRITTEN SYMBOLS). THE CURRICULUM WAS TRIED OUT IN TWO KINDERGARTEN CLASSES. THE RESULTS ACHIEVED BY USE OF THIS CURRICULUM WERE EVALUATED BY INTERVIEWS WITH INDIVIDUAL CHILDREN. ALTHOUGH ONLY ONE CHILD KNEW A LETTER STANDS FOR A SOUND, THE CHILDREN UNDERSTOOD THAT CODES STAND FOR LANGUAGE AND COULD HANDLE CODES EFFECTIVELY. FOLLOWUP RECOMMENDATIONS, AS WELL AS AN OUTLINE OF THE CURRICULUM ITSELF, WERE PRESENTED IN THE REPORT. THE CURRICULUM WAS DEVELOPED AS PART OF "PROJECT LITERACY," A COMPREHENSIVE RESEARCH PROGRAM IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING AND WRITING SKILLS. (JH)