This 3-year longitudinal study is exploring readiness skills of children between 5 and 8 years of age and proposes a design for curriculum development. In this study, generalized concepts, visual-motor triordination, visual and auditory discrimination, visual and auditory memory (imagery), and oral language usage, are identified in order to categorize learning behaviors. Behavioral indicators for readiness skills are matched to skills for reading achievement, perception, recall, word analysis, comprehension, and transference. Commercial materials and specially prepared materials are developed into a conceptual design for curriculum development. A child is guided into a personalized learning program, his progress is assessed, and he is placed for the coming year according to his readiness to learn. Evaluation of the program after 1 year indicates significant differences in readiness skills between the interim class and normal classes. (DO)