This investigation examined the specific relationships between two reading achievement measures at the end of the first grade and the following measures: (1) three selected oral language measures, (2) five readiness measures, and (3) a combination of these measures. Further, the study attempted to determine if the relationships between the oral language and reading measures were stronger than those between the readiness and reading measures. The three oral language measures were oral fluency, mean length of communication unit, and understanding oral vocabulary. Data were collected on 60 first-grade pupils from two socioeconomic levels. Results showed that no statistically significant relationships were found between the three oral language measures and the two reading achievement measures for the total sample. With one exception, the obtained relationships were found to be statistically nonsignificant for each of the two socioeconomic strata. This investigation pointed up the need for seeking other measures of oral language to assess language competency, for extending similar investigations over several grades for a longer period of time, and for conducting experimental rather than correlational studies to ascertain the relationship between oral readiness and other language factors. (Author/RB)