A follow-up study of 42 school-age children related school-age reading, reading readiness, and listening and speaking skills with early psycholinguistic ability. The children were given measures of vocabulary, sentence imitation, comprehension and production, phoneme discrimination, IQ, and word inflection skill at age three. In addition, the children's mothers were assessed for verbal IQ and speech style. At age six, measures which included those administered at age three, as well as field independence-dependence, reading readiness, and reading skill, were given to the children. Significant correlations were found between age-three and age-six scores, and between home and maternal measures and age-six scores. It is concluded from this study that school-age reading, listening, and speaking skills are predictable from and correlated with preschool language skills. (TS)