This study examined the effects of using either object-form or paper/pencil versions of reading-readiness tests on the test scores of kindergarten children from low, middle, and high socioeconomic strata. Of 453 kindergarten students that were classified into the three socioeconomic strata, 35 boys and 35 girls were randomly selected from each strata group. These 210 subjects were tested for reading readiness by using either the object-form or the paper/pencil version of the Lee-Clark Reading Readiness Test (1962 version). The object forms of each test item were made to scale, reflecting the appearance of the paper/pencil test by placing letters and figures on white masonite sheets. Test results indicate that the object-form version had a facilitating effect on the performance of all students in the study; the males in upper and lower socioeconomic groups benefitted most. Four recommendations are offered for further testing in this area. (RL)