Thirty-five Head Start children received special instruction in various language skills. A control group consisted of 25 Head Start children. The purpose of this study was to determine the effects of this special teacher-developed language readiness curriculum on the grade one reading achievement when compared to the achievement of the control group, which received no special program. The three teachers of the experimental classes attended workshop sessions provided by curriculum experts and received special classroom materials and classroom visits from the experts, who presented relevant demonstrations. All children were administered the Murphy Durrell Reading Readiness Analysis during the beginning and end of the summer Head Start session. They are to be tested again after one semester of first grade. At the time of the writing of this report, that final testing had not been given, but the results of the pretest and posttest from the Head Start session showed the experimental classes to have made greater gains in language skills than the control group. (WD).