The findings of a 3-year longitudinal research study to investigate predictive instruments for beginning reading achievement are reported. The original sample consisted of 300 kindergarten children from three socioeconomic attendance areas in the Cheyenne, Wyoming, public schools. For the final evaluation at the end of grade 2, only those pupils who had complete data on all prediction variables were retained in the study. The predictor variables for total group first-grade achievement found to be significant at or above the .05 level were sex, mother's education, teachers' predictions, reading percentile, the Numbers and Matching subtests of the Metropolitan Readiness Tests, the Visual 3 subtest of the Gesell Developmental Tests, Complete-a-Man, and the Digit Span subtest of the Wechsler Intelligence Scale for Children (WISC). For second-grade total group achievement, the predictor variables were teachers' predictions, socioeconomic status, reading raw score, teachers' see peer rating, and the Information subtest of the Metropolitan. Predictor variables for sex and for socioeconomic levels also are reported. Results of the WISC indicated that the Full Scale, Verbal, and Performance IQ scores were not significant predictors of reading success. Tables are included. (CM)