Intended as an aid to the school administrator who is exploring the possibilities of preschool reading instruction, the first section of this guide discusses: when to begin preschool reading instruction, effects of traditional kindergarten experience on reading readiness and reading achievement, effects of perceptual motor programs on reading readiness and reading achievement, informal readiness instruction versus formal reading readiness instruction, effects of preschool reading instruction on affective behavior, educational television and preschool reading instruction, teacher aides and preschool reading instruction. The parameters of preschool reading programs are described in relation to the characteristics of the preschool population, characteristics of teachers and staff, organization of the preschool reading program, philosophy underlying the program, community involvement, length of the program, physical facilities, and cost. Guidelines in the form of a checklist are provided to aid the administrator with a framework against which the components of the various programs may be evaluated and compared and to assist him in identifying the basic components and considerations involved in establishing his own early reading program. The evaluation of the program is described as to criteria, implementation, sources on evaluation, and tests for measuring readiness and early reading skills. Seventeen promising preschool programs that offer reading instruction are described. Steps the administrator should take in, implementing change through preschool reading instruction are given. A list of test publishers is provided as are references. (DB)