The second volume of this final report of a large study which detailed the day-to-day working of, and student response to, two philosophically different approaches to reading readiness as they were used in six Philadelphia kindergartens reports on the "traditional" approach. The background section distinguishes the traditional approach by its use of sub-skills characterized by a one lesson/one skill format; its agreement on the skill areas of importance--visual discrimination, auditory discrimination, letter recognition, and comprehension; and its reliance on passive responses from children--answering a teacher's factual recall question or circling answers on a workbook page. The methodology section explains that the study draws on the techniques of ethnographers and adopts the methodology of naturalistic observation, noting that researchers observed and recorded teachers and students for 25 full sessions and documented what happened during 73.8 hours of classroom time. The third section describes and analyzes the reading readiness programs in the traditional approach: teachers' reading readiness goals, literacy events, formal reading readiness lessons, teacher-created lessons, and story readings. Conclusions drawn from the observations of this approach are offered in the final section of the volume. Appendixes include a summary of literacy events, observations of two classrooms, and profiles of case study children. No attempt is made to compare this approach with the literate environment approach reported in the first volume. (HOD)