The primary purpose of this study was to investigate the relationship between Metropolitan Readiness Test (MRT) scores in kindergarten (MRTK) and grade one (MRT1) with the reading scores of the Canadian Tests of Basic Skills (CTBS) at the end of grades one (CTBSR1) and two (CTBSR2). A secondary purpose of the study was to determine whether the correlation between the MRT scores and the CTBS reading scores in grades one and two differed significantly when the MRT was administered at the beginning of kindergarten and when it was administered at the beginning of grade one. The population of the study consisted of grade two students in 51 schools in the Regina School Division. A random sample of 261 students was selected. Findings indicate that students who score high on the MRT are more apt to achieve success in reading and overall success in grades one and two than those who score low. These findings were also true for MRT subtests. The MRTK Alphabet, MRT1 Alphabet, MRTK Numbers, MRT1 Matching, and MRT1 Listening were the most accurate predictors of students' reading achievement in grades one and two. It is concluded that kindergarten and grade one teachers should identify specific areas of weakness in those children with low MRT scores. (Author/RH)