This paper, a response to questions raised on state and local levels on reading in kindergarten, deals with insights required to teach early reading rather than daily reading activities for children. Sections briefly discussed are: A view of reading as a communication process; the importance of teacher sensitivity to individual differences in children's development; curriculum considerations (the importance of story reading, oral language use, speaking and writing experiences, understanding the organization of print, and a good assessment program); organization considerations such as planning, grouping, and activity areas; and the importance of encouraging parent involvement. Also included are a list of available bulletins and brochures for parents on reading, and a joint statement by seven professional associations of concerns about present practices in pre-first grade reading instruction, with recommendations for improvements. The viewpoint taken is that reading is broader than any one method, commercial program or narrow skills approach, and that reading instruction goes beyond workbooks and ditto worksheets which do not adequately provide for creative and individual achievement. (Author/SS)