One hundred eighteen children from 5 to 7 years of age were tested fall and spring on language comprehension, logico-perceptual development, and reading acquisition. Multiple regression, path analysis, and cross-lagged time panel analysis were used to determine the direction of causal influence on reading acquisition. While language was highly related to reading performance, logico-perceptual development was causally related to success in reading acquisition. Using tree diagrams for linguistic analysis, those language structures related to reading were studied and further correlated with the logico-perceptual subtest. At this level of analysis similarities between the problemsolving strategies required for the logico-perceptual tasks and comprehension of certain language structures emerged. I t was concluded that the strategies demonstrated in the logico-perceptual tasks may play a fundamental role in the correct interpretation of certain language structures. Mastery of these structures correlated with success in reading acquisition.
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