The relationships between the grade level of entry into Title I treatment, the need for subsequent treatment, and third grade reading achievement were investigated. In addition, the relationships between pattern of Title I treatment, third grade achievement, and Kuhlmann-Anderson Verbal IQ were studied. The pattern of Title I entry is defined as the entry level treatment plus all subsequent treatment. Third grade Metropolitan Achievement Test Scores and Kuhlmann-Anderson Verbal IQ scores were also compared for Title I and non-Title I kindergarten groups. All-day and half-day kindergarten programs were compared. To the extent that treatment beyond entry level is a legitimate criterion, kindergarten was a more effective level of entry treatment than preschool, since twice as many preschoolers received treatment within the subsequent two years. Early treatment (preschool or kindergarten) appeared to have more positive effects on third grade reading and Kuhlmann-Anderson Verbal IQ than later treatment (grades one and two). Of the one-year treatments, all-day kindergarten had the greatest positive effect on achievement. However, for multiple treatment years, preschool appeared to have a more positive effect than all-day kindergarten. (Author/MV)