The concurrent validity of the third grade, New York State Pupil Evaluation Reading Program (PEP) reading test was examined with the following standardized tests: the Durrell Silent Reading Test, the Gilmore Oral Reading Test, the Wide Range Achievement Test (WRAT), the Verbal IQ of the Wechsler Intelligence Scale for Children (WISC), and the Cloze Test, constructed by the investigator. Fifty third graders in a Long Island, New York elementary school were selected for the study. Multiple regression analyses revealed that the variables that accounted for the highest correlation with the PEP test were the WRAT, the Gilmore Oral Reading Comprehension sub-test, and the Similarities sub-test of the WISC. Sex differences were not found in any measure of the study. Similarly, verbal IQ did not add anything significant to the variance. (Author/MV)