Sixty-six children in three classrooms were tested at the end of their kindergarten year and again at the beginning of their first grade year to determine the effects of summer vacations on the gain or loss of beginning reading skills. The Letter and Word Reading Test, which was based on a developmental model of prereading and beginning reading, indicated that children progressed in their knowledge of how to read commensurate with their level of development. The results were interpreted to indicate that kindergarten children continued to progress in their knowledge about reading without formal instruction. (RL)