This study was designed to select and explore a research battery which, when administered at the beginning of the school year, more adequately predicts end of year reading achievement than have previously-used tests and test batteries. The tests used were perceptual-motor and cognitive-intellectual, with the most adequate predictor tests identified separately for first and third grade boys and girls. Hypotheses investigated were that perceptual-motor abilities are significantly related to reading achievement at the early stages, while cognitive intellectual abilities become more important later in the reading process. Included in the document are detailed results of the various tests used which indicate that perceptual-motor scores are higher than cognitive-intellectual scores in the first grade, but cognitive-intellectual scores are higher than perceptual-motor scores in the third and fourth grades. The author also concludes that the prediction equations derived could be used with confidence with new samples from the same population. (Author/DI)