The broad purpose of this study was to investigate some ways of predicting the language arts achievement of kindergarten children in order that their academic needs more nearly may be met. The Metropolitan Readiness Test (given to 16 subjects at the end of kindergarten) and the Metropolitan Achievement Test, Primary I, the Purdue Perceptual Motor Survey, the Illinois Test of Psycholinguistic Abilities, and the Screening Tests for Identifying Specific Language Disability (given at the end of first grade) were identified as predictor sets. The achievement criteria were summated subtest scores from the Metropolitan Achievement Test, Primary II, and the California Achievement Test, Lower Primary, given at the end of the second grade. From the data available, it was concluded that (1) the Metropolitan Readiness Test does not prove to be an efficient predictor of language arts achievement for the second grade subjects; (2) the diagnostic instruments are statistically as efficient as or more efficient than the readiness and achievement tests with most of the criteria; and (3) individual patterns of academic development may be observed by plotting performances on some of the predictive criteria. The information gained from the diagnostic instruments may be useful to the teacher for formulating educational objectives to meet individual needs. (Author/MF)