The relationship between paradigmatic and syntagmatic oral associates and reading readiness test scores was investigated. Paradigmatic associates were defined as responses demonstrating superordinate, coordinate, contrast, or part-whole relationships, and syntagmatic associates were defined as any other responses. Subjects were 52 first graders who had not had kindergarten experience and who were in the sixth and seventh weeks of first grade. The Metropolitan Readiness Test and the Oral P/S Language Inventory were administered. Results of the language inventory responses were analyzed as paradigmatic or syntagmatic and subjected to a t test which found significant differences between the high and low readiness groups. It was concluded (1) that the readiness test measured children's ability to give paradigmatic responses and (2) that children should be given instruction in word association early in reading instruction. The Oral P/S Language Inventory stimulus words and references are included. (MS)