Whether physical activity and verbal communication would affect kindergarten students' scores on the Metropolitan Readiness Tests (MRT) was investigated. Twenty subjects were administered Level I of the MRT when they entered kindergarten. For 5 days per week for 4 weeks, the 10 subjects in the experimental group worked at constructive play tasks with various materials. During task activities, subjects worked in pairs which were separated by a barrier completely obstructing their views of each other's constructions. One dyad member gave only verbal information about the object he or she had made to the other whose task was to make an identical object. Discussion and questions were encouraged, but no visual communication between dyad members was allowed. Upon completion of the task, the barrier was removed and subjects were able to compare their constructions, make adjustments in the copy, and agree on the likeness of the two constructions. Control subjects remained in their classroom and were involved in small and whole group lessons. Level II of the MRT was administered as a post-test. Results indicate that, while experimental and control group pretest scores did not differ significantly and both groups posttest scores improved significantly, the experimental group's posttest scores were significantly greater than those of the control group. It is concluded that school readiness may be a more complex phenomenon than the maturity factor alone would indicate. (Author/RH)