Abstract
Since both intelligence and reading readiness tests are widely used to predict reading success in grade one, both types of tests were administered to all entering first-grade pupils in two schools. Performance on these measures was correlated with end-of-year teacher marks and scores on a standardized reading test. Although the predictive validity coefficients for the readiness test were larger than those for the intelligence test on both criteria, the differences were not statistically reliable. When IQ was added to reading readiness scores, the multiple correlation rose from .61 to .67. Adding father occupation, sex, and age failed to meaningfully increase the accuracy in prediction; the multiple R’s increased only to . 68.
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