This study was concerned with assessing both prereading and reading activities on the kindergarten level. A questionnaire survey was made of selected aspects of the content and conduct of the kindergarten prereading and reading programs in school districts throughout the state of California. The questionnaire used consisted of three parts: Part 1 was concerned with general background information on the community, school, and teachers; Part 2 with reading readiness; and Part 3 with the formal reading program. Twenty main findings of the study were explained. The study seemed to indicate that kindergarten teachers need more help and guidance concerning the place of reading and the methods and techniques of reading in the kindergarten curriculum. District and school administrative personnel must correct this problem if the individual needs of the pupils are to be met in regard to preparing and teaching the children to read. References are included. (Author/NH)