The purpose of this study was to investigate the relationships between kindergarten children's preschool experiences and their reading readiness skills. A sample of 42 children, randomly selected from a population of incoming kindergarten students at an upstate New York elementary school, was studied. Prior to entering kindergarten, interviews were conducted with the parents of the children in order to collect data for the Preschool Experience Survey. The survey utilizes an information technique to provide measures of preschool cultural experiences, exposure to books and stories, television viewing patterns, and the amount of formal preschool attendance. During the first semester of kindergarten, all subjects were administered the 1976 edition of the Metropolitan Readiness Test (MRT), Level I, Form P. Subjects' performance on the MRT was computed for auditory memory, rhyming, letter recognition, visual matching, school language and listening, quantitative language, and composite scores. Data analysis yielded significant correlations between amount of television viewing and rhyming; between experience with books and rhyming; between experience with books and letter recognition; and between cultural experiences and all subtest areas of the MRT with the exception of auditory memory and visual matching. Further analysis indicated that while the amount of commercial television viewing was not significantly related to general reading readiness or any of the subtest areas, the amount of educational television viewing was significantly and negatively related to general reading readiness. (Author/MP)