The purpose of the study was to determine how well a broad, comprehensive battery of tests, administered in kindergarten, predicts reading achievement in subsequent grades. Multiple correlations of six predictor factors, child's sex and parent's language, correlated with reading, were 0.58 (Grade 1), 0.65 (Grade 2) and 0.70 (Grade 3). A path analysis indicated that the direct impact of the predictor variables was limited primarily to reading in first grade. Use of a preliminary screening device in conjunction with the comprehensive test battery was shown to reduce substantially the amount of necessary testing without sacrificing the detection ability.
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