The research being published in Britain regarding reading readiness is reviewed in this monograph. The factors teachers should take into account when planning prereading programs and determining when a child is ready to read are presented. The various aspects of reading readiness that are discussed include: (1) physiological factors, such as maturity, sex differences, neurological factors, cerebral dominance, vision, hearing, and speech; (2) environmental factors, including socioeconomic and cultural factors; (3) the emotional factors of personality and motivation; (4) intellectual factors, such as mental age, perceptual abilities, conceptual development, and specific reasoning abilities; (5) readiness training, and (6) an appraisal of reading readiness. A bibliography, author index, and subject index are included. (WR)