The use of standardized instruments has demonstrated the ineffectiveness of traditional educational programs in providing optimum learning situations for large numbers of children with diversified backgrounds. Consequently, many new innovative programs have been designed and implemented for preschool children. However, it has become apparent that a change in evaluation instruments and techniques is also needed. Observational techniques of evaluation over varying periods of time -- as opposed to formal or standardized testing -- are proving to be effective in program development and evaluation. Some evaluative implications were made from data gathered via a checklist of behavioral symptoms of young children. A prereading inventory of eight behavioral symptoms examined the readiness and progress of learning in a preprimary language arts program. Subjects used in this 2-year study were 3-to-6-year-old children in a southeastern suburban area representatively selected with respect to socioeconomic status and level of intelligence. (Author)