This report presents a summary of reading research conducted by the Kamehameha Early Education Program (KEEP) during 1972-75. Research was conducted in four areas: student industriousness, reading readiness, teaching of sound-symbol relationships, and language (especially dialect interference). With regard to industriousness, it was found that increasing industriousness was a necessary and important factor, although it was not sufficient to produce grade-level reading achievement. Investigations of reading readiness led to the conclusion that a structured and intensive readiness program, which allowed earlier introduction of formal reading instruction, bettered achievement. It was discovered that sound-symbol relationships which are integral to instruction with the phonic methods were not easily learned by KEEP students. After a number of different methods of teaching these correspondences were tried, it was recommended that KEEP students not be taught to read with programs heavily emphasizing phonics. The results of several studies showed that speaking a dialect, Hawaii Creole, probably does not in itself interfere with learning to read at the beginning levels. Finally, a description of the reading curriculum currently being developed is given. (Author)