Two alternative models for identifying kindergarten children with a high risk of becoming reading failures were compared in this study. One model places primary emphasis on psychometric test procedures assessing linguistic and perceptual-motor skills related to reading readiness. The alternative strategy is based upon the kindergarten teacher's evaluation of the child's skills and behavior, with particular emphasis on the discrepancy between a child's specific competencies and those required for success in a particular first-grade classroom. Significant and encouraging correlations were obtained between the various measures taken in kindergarten and reading achievement test scores obtained at the end of first grade. (Author/WR)