This study examined the relationship between the oral language fluency of different socioeconomic status (SES) children entering first grade and their success in learning to read, as measured at the end of the school year. Complete data were obtained from 27 upper, 24 middle, and 23 lower SES level students. Oral language samples were recorded in semi-structured and spontaneous situations and then transcribed and keypunched for computer analysis. Oral language measures and a measure of knowledge of letter names were used as predictor variables in regression analysis; criterion measures were reading scores at the end of grade one. Results of the oral language measure show a wide variance for all three SES groups, while results of the reading achievement tests do not. Several factors account for this difference, including the fact that all of the students had been in formal reading instruction for the same amount of time. The study report emphasizes the positive relationship between oral language fluency and reading achievement and suggests measures for improving future studies. (MAI)