Intended to provide the Portland Public Schools Curriculum Department documentation of the second-year kindergarten implementation and to provide kindergarten teachers data to support the development of a readiness continuum and placement criteria, this report furnishes a detailed explanation and survey of the Writing to Read program, an instructional system with a language experience approach to developing early writing and reading skills for primary grade children. Following an introduction summarizing the evaluation, the first section describes the Writing to Read system, including the Writing to Read Center, instructional materials, and teacher role. The second section describes the program as implemented in the Portland (Oregon) Public Schools, addressing participating schools and students, as well as instructional and support personnel. The third and largest section provides an evaluation of Writing to Read, and includes a study sample, a teacher survey, observations of the Writing to Read centers, student observations, student interviews, language arts learning outcomes, principal topic interviews, summary of key findings, conclusions, and recommendations. Three extensive appendixes provide supplementary data about the programs, including a summary of principals' responses. (NKA)