Although the controversy surrounding beginning reading instruction has often centered on the age at which it should be begun, i.e., at the ages of 5, 6, or 7, the position was taken in this study that by the time the child reaches these ages, it is too late for optimum development of reading readiness. As a part of a larger study, groups of infants were provided varying amounts of systematic intellectual stimulation. An attempt was made during all of the stimulation materials to increase the adult's use of language in the presence of the child. When the children reached 3 years of age, they were administered the Stanford Binet Intelligence Test. Factor analysis revealed the following three relatively clear and independent factors: language, memory, and perceptual-motor variables. Significant differences in scores were noted as a function of time and continuity in the stimulation program for the language and memory factors but not for the perceptual-motor variables. It was concluded (1) that intervention with systematic intellectual stimulation curriculum materials does make a difference in performance scores of children and (2) that the time to begin instruction in beginning reading skills is on the baby's day of birth. Tables and references are included. (Author/DH)