FOUR HYPOTHESES WERE INVESTIGATED IN A STUDY DESIGNED TO DISCOVER WHETHER READING PATTERNS AND SUCCESS DURING CHILDREN'S PRIMARY YEARS COULD BE ANTICIPATED FROM EMOTIONAL CLASSIFICATIONS DETERMINED DURING THEIR PRESCHOOL YEARS. IT WAS HYPOTHESIZED THAT CHILDREN WITH EMOTIONAL DIFFICULTIES DURING PRESCHOOL YEARS WOULD HAVE MORE DIFFICULTY LEARNING TO READ, FOLLOW DIFFERENT READING PATTERNS, AND HAVE MORE NEGATIVE ATTITUDES. ALSO, IT WAS HYPOTHESIZED THAT ASSESSMENT OF EMOTIONAL CLASSIFICATIONS DURING PRESCHOOL WOULD PROVIDE CLUES TO LATER READING DIFFICULTIES. THE SUBJECTS WERE 61 CHILDREN ENROLLED IN THE CAMPUS ELEMENTARY SCHOOL AT THE UNIVERSITY OF WISCONSIN-MILWAUKEE. ALL WERE GIVEN AN EMOTIONAL CLASSIFICATION AT THE PRESCHOOL LEVEL BY A QUALIFIED SCHOOL PSYCHOLOGIST, BY A SOCIAL WORKER WHO VISITED THE MOTHER AT HOME, AND BY THE CHILDREN'S TEACHERS. CERTAIN READING PATTERNS WERE OUTLINED, AND THE CHILDREN WERE TESTED THREE TIMES EACH YEAR WITH THE GRAY ORAL READING PARAGRAPHS FOR EVIDENCE OF FOLLOWING THESE PATTERNS. READING ACHIEVEMENT WAS DETERMINED BY THE METROPOLITAN ACHIEVEMENT TEST GIVEN EACH SPRING. READING ATTITUDES WERE RATED BY A TRAINED RESEARCH ASSISTANT. IN GENERAL, ALL HYPOTHESES WERE ACCEPTED. IMPLICATIONS FOR EDUCATION AND REFERENCES ARE PROVIDED. THIS ARTICLE IS A REPRINT FROM "EDUCATIONAL HORIZONS," FALL 1965. (RH)