In this study, one hundred 3- to 5-year-olds were selected for reading instruction during regular 12- to 30-minute periods for 4 to 6 months. The program was ordered to establish a high level of sustained daily control over the attentional and motivational processes of the children. Learning tasks were designed to facilitate the child's grasp of concepts critical to mastery of the perceptual-cognitive dimensions of beginning reading. The tasks were also designed to generate both analytic and synthesizing perceptual-cognitive styles to acquire basic structural dimensions. Children were pretested and posttested on word recognition, word generalization, and comprehension in sentence and paragraph reading. Of 63 children who completed the program, 46 learners scored 96 percent on the unit recognition test of reading competence. On word recognition, the total group recognized a mean of 95 percent of all words used. On word generalization, the total group scored a mean of 84 percent. A mean of 93 percent was obtained on sentence reading; and in paragraph reading, means of 92 percent and 81 percent were scored on word recognition and comprehension, respectively. The high word generalizing and comprehension levels suggest the effective involvement of cognitive processes through the analytic-structural approach. (DO)