Prediction of academic success in introductory psychology courses is useful for both students and teachers. Although scores on the major intellectually oriented standardized aptitude tests are often useful predictors of introductory psychology grades, these scores are frequently unavailable. When major standardized measures of general intellectual aptitude cannot be used, it has been found that the Nelson Denny Reading Test (NDRT) predicts semester grades equally well. Still, in order to enhance the predictability of success in these courses, an intellectually oriented instrument, the Discourse Comprehension Abilities Test (DCAT) was constructed. Part 1 of the DCAT, the Language Usage Test (LUT), is a 20-minute paper and pencil test consisting of three subtests. Part 2 of the DCAT, Listening Comprehension (LC), consists of three taped subtests totalling 25 minutes. The purpose of this study is to determine the extent of correlation between scores on the DCAT and the criterion measure, semester point totals, in introductory psychology classes for which entrance tests were largely unavailable, and to determine if the DCAT scores are comparable or superior to NDRT scores as predictors of academic performance. Results indicate that although the DCAT and NDRT both appear to be useful predictors of classroom performance, the DCAT is apparently the stronger predictor. (HOD)