This study was designed to determine the relationship between sex, race, and the vocabulary development of kindergarten children essential for readiness to read. Fifty-one kindergarten children (twenty-nine males and twenty-two females) from Texas public schools were given the Peabody Picture Vocabulary Test and the vocabulary subtest of the Metropolitan Readiness Test. The comprehensive and readiness-to-read vocabulary scores were analyzed by means of a Pearson's Product Moment coefficient of correlation. Some of the findings were that there was no significant difference between comprehensive vocabulary scores of male and female children, nor were there any significant differences between readiness-to-read vocabulary scores. There were also no significant differences between comprehensive vocabulary scores of black and white children. It was concluded that kindergarten children have a similar rate of development in comprehensive and readiness-to-read vocabulary; both males and females possess equal skill necessary for beginning reading instruction; and black and white children do show a difference in readiness-to-read vocabulary development. (Author/TS)