The relationship of concrete operations to beginning reading was investigated with three samples of early readers and prereaders: prekindergarten and kindergarten children who were early readers and those who were not yet reading. Piagetian tasks on conservation of number, conservation of quantity, seriation, multiple classification, and class inclusion were administered. There were no significant differences between the performances of early readers and prereaders on these concrete operational tasks. The data support the conclusion that concrete operations are neither necessary nor sufficient for beginning reading. Directions for future research are suggested. (Author/RH)