A total of 85 first grade students and 12 classroom teachers participated in a study to determine the predictive efficiency of a number of variables for early identification of reading problems. The variables included teacher judgment and the auditory sequential memory and visual sequential memory subtests of the Illinois Test of Psycholinguistic Abilities (ITPA). In addition, interviews were conducted to determine the strengths and weaknesses of potentially poor readers as perceived by classroom teachers. Finally, teachers were asked to indicate what persons, other than classroom teachers, provided instructional intervention for good and poor readers. The findings indicated that the correlations between teacher judgment and the auditory sequential memory subtests of the ITPA were significant for both good and poor readers. In addition, the interview data revealed that poor readers were generally better in comprehension than in word attack skills. The interview data also revealed that parents provided reading help for a large percentage (62%) of good readers, but only for a small percentage (20%) of poor readers. (Author/FL)