This study dealt with the identification of potential learning problems and the modification of the readiness program at the kindergarten level. Only the pre- and post-tests were administered to the control group. Experimental group A was tested, learning profiles were developed for each child and a team of specialists evaluated the profiles with the teacher. Experimental group B was tested, a learning profile on each child was written and a team of specialists worked with the children twice a week. All groups were taught using the traditional kindergarten program. A (t) test of the difference between means of pre- and post-tests was found significant for all three groups. A degree of difference was noted favoring the experimental groups. An analysis of variance between the three groups indicated a significant difference between both experimental groups and the control group. However, no significant difference was noted between the two experimental groups. The information gathered from the test results provided the teachers with data which enabled them to make meaningful and judicious decisions concerning the children's educational future. Early screening and identification can allow the kindergarten teacher to design a meaningful program and remediate the child's learning problems within the classroom setting. (Author/CS)