Of 300 kindergarten children in a suburban school system, 62 were identified as possible learning problems on the basis of teachers' ratings and comprehensive test batteries. In considering the different scales in terms of their ability to predict first grade achievement for these children, the best predictors were (a) teachers' ratings, (b) the various number pretests (e.g., Digit Span, Arithmetic), (c) the reading readiness rating derived from the Metropolitan Readiness Tests, and (d) knowledge of letter names. Although many of the tests showed poor predictive value for ‘high risk’ children, this is in no way a comment on their usefulness as diagnostic or clinical instruments for other purposes.
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