Because the kindergarten curriculum of a small, rural elementary school appeared to be inappropriate for some children, a school psychologist implemented a practicum designed to provide a positive school experience for those not ready to learn from formal reading materials. The primary goal of the practicum was to provide activities during the reading period for kindergarten children lacking readiness skills. A second goal was to improve students' basic skills. Intervention activities included a survey of kindergarten teachers to determine their goals and feelings and to find out what kindergarten students were doing; discussion with administrators and teachers of the reasons for a change in some students' curriculum; mobilization of teacher support and agreement to change activities during the reading period; administration of a pre- and post-test to kindergarten children in the lowest reading groups; and regular meetings with teachers to resolve problems they encountered in modifying instruction. Evaluation data indicated that the intervention was positive. Teachers reported that children enjoyed the alternative learning activities. It is concluded that developmental activities can provide kindergarten children with the opportunity to develop readiness skills, and that such skills can be developed without formal reading instruction. Related materials are appended, including the teacher survey, responses, developmental activities log, and 14 pages of developmental activities. (RH)