This study analyzed the relationship between oral language facility and reading achievement of 140 selected first-grade children in the state of Virginia. Teacher selection, general intelligence tests, and language and verbal fluency tests were used to place the children in two groups, a Verbal Group and a Non-Verbal Group. Significant differences were found between the two groups in reading achievement in both vocabulary and in comprehension. No significant differences were found between boys and girls in reading achievement in vocabulary or in comprehension. The findings of the study seem to support the theory that the development of a child's ability to express his ideas verbally will be a valuable asset to his performance in learning to read. (Author/TO)