A study examined the reading achievement of students who attended preschool. Subjects for the study were 2 groups of 30 African American students, randomly selected from 120 second-grade students in a Chicago area public school, 48 of whom had attended preschool and 72 who had not. Results from the 1995 Iowa Tests of Basic Skills reading subtest were used as a posttest. A t-test for independent samples was done on these 2 sets of scores to determine if there was a statistically significant difference in reading achievement between the 2 groups. Results indicated that there was an increase in reading achievement for the experimental group. Findings reveal agreement with earlier findings of Hollis Scarborough, Wanda Dobrich, and Maria Hager (1991) that any program or home which provides experiences in the development of these perceptual, intellectual, emotional, experimental, and language skills should enhance the child's ability to learn to read. (Contains one table of data and 13 references.) (CR)