This study was designed to assess the intercorrelations of selected variables of reading readiness to determine which measures were related. It was hypothesized that there are no underlying language factors which can be identified within a selected group of assessments, and that neither the original variables nor any factors, if found, predict the judgment of the child's readiness for reading. Using factor analysis techniques, the collection of intercorrelations was treated mathematically to identify which measures are related. The two hypotheses were rejected. Implications of the study are presented, and recommendations are made. (RB)