After a review of the research related to the feasibility of initiating reading instruction before first grade, kindergarten curriculum guides from l3 large cities were studied and analyzed. These analyses indicated a trend toward less postponement of reading instruction, though reading readiness still tended to be defined in terms of oral language skills rather than in terms of visual skills. Most cities evaluated student progress through informal teacher assessment rather than through formal testing of specific skills. Individual and small-group instruction was stressed, although easy-to-read books and writing supplies for pupils were rarely mentioned. Only one of the 13 guides mentioned the need to adjust subsequent instruction to advances made during the kindergarten program. (Author/AA)