A study was conducted to determine the relationship between auditory perceptual skills and first-grade reading success when readiness and intelligence measures were used in conjunction with auditory skills assessments. Sex differences were also considered. Six boys and six girls were randomly selected from each of 10 first-grade classrooms. Complete pretest and post-test data were obtained on 111 pupils. The auditory factors were assessed by two specially constructed instruments, the Roswell-Chall Auditory Blending Test, the Wechsler Intelligence Scale for Children Digit Span, and the auditory discrimination subtest of the Harrison-Stroud Reading Readiness Profiles. The readiness test and Lorge-Thorndike Intelligence Tests were also administered at the beginning of first grade, and the SRA Achievement Tests, Primary Battery, were given the following April. Interpretation of the data revealed a generic relationship between the auditory perceptual variables, but it appeared that the instruments were measuring different skills. Sex had no significant effect on test performance, though a positive trend of superiority for girls was noted. Significant relationships were found between the prereading variables and measured reading achievement. However, it was concluded that redundant information was obtained by using the combination of auditory perceptual measures, the reading readiness, and intelligence tests. Tables and a bibliography are included. (CH)