A study compared two groups of children attending two urban elementary schools who were unready for first grade at the conclusion of kindergarten. One group of 23 students was retained in kindergarten while the other group of 117 was promoted to the first grade. The California Test of Basic Skills was used to measure the reading ability of both groups at the end of first grade. Results indicated no significant difference between the two groups. Findings suggest that retention in kindergarten does not benefit the reading achievement of first-grade students. (One table of data is included; 36 references and two appendixes of comparative score data are attached.) (RS)