A program of early diagnosis and instruction of kindergarten children predicted to have difficulty in learning how to read was investigated. All kindergarten children enrolled in a rural school system were screened with the Teacher Inventory for the Early Identification of High Risk Readers. Those with scores below one standard deviation on the total or one and one-half standard deviation on any of the subtests comprised the group eligible for a second screening. The Vane Kindergarten Test was used to assess 142 subjects, and subjects with total or subtest scores below the group mean score composed the three treatment groups. Group 1 received a diagnostic-prescriptive program of specific developmental reading readiness activities for two 45-minute sessions per week for 16 weeks in addition to the regular program. Group 2 teachers received a diagnostic evaluation which identified each subject's specific strengths and weaknesses and suggested individualized programs of readiness activities. Group 3 received only the regular kindergarten program. The results indicated that both diagnostic-prescriptive programs were successful when compared to the regular kindergarten program, in which specific disabilities had not been identified. (Author/WR)