This working paper presents the background, justification, and development plan for a kindergarten program to identify and correct deficits in prereading skills. The program provides for individual differences in: (a) patterns of skill deficits, (b) rates of learning, and (c) degrees of assistance required. It is intended for optimal use in the multiunit elementary school organization, permitting the planning of individually guided instruction with flexible groupings of staff and students; it is adaptable, however, to a variety of other school organizations. A three-year research and development plan incorporating pilot and small-scale field testing is proposed. At the end of that period, a full-year program would be ready for large-scale field testing. (Author)