THE PRIMARY OBJECTIVE OF THIS PROGRAM HAS BEEN TO DEMONSTRATE THE EFFECTIVENESS OF INTRODUCING CERTAIN LANGUAGE CONCEPTS IN KINDERGARTEN WHICH ARE NOT NORMALLY INCLUDED AT THAT LEVEL. SPECIAL EFFORTS WERE GIVEN TO MAKING THE CHILDREN AWARE OF THEIR SPEECH HABITS, LETTERS, WORDS, AND SENTENCES. VISUAL AND AUDITORY DISCRIMINATION SKILLS WERE EMPHASIZED. THE EVALUATION EFFORT WAS TO ASCERTAIN THE EFFECTS OF THIS AUGMENTED PROGRAM OF LANGUAGE AWARENESS IN THE KINDERGARTEN ON THE READING READINESS OF THE CHILDREN INVOLVED. THIS WAS DETERMINED THROUGH THE LEE-CLARK READING-READINESS TEST AND TEACHER RATINGS OF READINESS. THE FIVE SECTIONS OF KINDERGARTEN WERE NOT SIGNIFICANTLY DIFFERENT IN AGE OR ABILITY. THE TEST WAS ADMINISTERED AND TEACHERS RATED EACH CHILD ON AN EIGHT-POINT SCALE FROM POOR TO EXCELLENT EXPECTANCY OF SUCCESS IN LEARNING TO READ. THE MEAN SCORE ON THE READING READINESS TEST FOR THE GROUP WITHIN THE PROGRAM WAS WITHIN THE "HIGH" SUCCESS EXPECTANCY CATEGORY, AND THE AVERAGE FOR THE ENTIRE GROUP WAS IN THE RANGE "HIGH AVERAGE" SUCCESS EXPECTANCY, THE DIFFERENCE BETWEEN MEANS WAS STATISTICALLY SIGNIFICANT. THE MEAN DIFFERENCE OF TEACHER RATINGS FAILED TO MEET THE REQUIREMENT OF STATISTICAL SIGNIFICANCE, HOWEVER, THE LANGUAGE AWARENESS GROUP SCORED HIGHER. ALTHOUGH THIS STUDY WAS LIMITED, THE MAGNITUDE OF SUPERIORITY OF THE LANGUAGE AWARENESS GROUP ON THE LEE-CLARK TEST IS IMPRESSIVE, AND STRONGLY SUGGESTS THAT THE INTRODUCTION OF A LANGUAGE AWARENESS PROGRAM IN KINDERGARTEN LEVEL MAY BE EFFECTIVE IN PROMOTING READINESS FOR LEARNING.