The progress of 1970-71 kindergarten students from systematically selected schools was followed until June 1973. A formal reading program was administered to experimental pupils as a part of the kindergarten curriculum. Findings indicate that pupils from high socioeconomic schools know concepts usually taught in kindergarten before they enter kindergarten. At the conclusion of kindergarten those students who were taught to read scored significantly higher on reading tests constructed of items from the reading program criterion tests than did the students not taught to read. In the 1970-71 phase, this reading advantage was still present at the end of the first grade but fell by the end of grade 2. In the 1971-1972 phase, the advantage of early reading was not present by the end of grade 1. Students from high socioeconomic schools scored higher at the end of grade 1 and grade 2. (Author/SW)