The purpose of this study was to investigate the effects of a sequenced, highly-structured direct instruction program in language and reading skills on the intellectual growth, academic achievement, and school adjustment of 303 middle class kindergarten children. Children were assigned to one of four treatment groups: a "direct verbal" instruction language program, a "direct verbal" instruction reading program, a programmed reading program and the traditional kindergarten program which served as a control group. Results indicated that children in the experimental groups performed better on most intellectual and achievement measures at the end of kindergarten. Reading gains remained at the end of first grade. There were significant differences at the end of first grade in school adjustment favoring the experimental groups. Structured instruction can apparently be used successfully in kindergarten. (ST)