The purpose of the present longitudinal study was to determine how well a broad, comprehensive battery of tests administered in kindergarten predicts reading achievement in elementary school grades 1 through 6. The test variables were reduced to six predictive factors by factor analysis, and these, together with the variables, Child's Sex and Parent's Language, had multiple correlations with reading achievement of .58 (grade 1), .65 (grade 2), .70 (grade 3), and .66 (grade 6). Path analysis showed that there was a direct effect of the predictor variables mainly on grade 1 reading, and that their effect on later reading was indirect. For economy of time and resources, it was found possible to use a preliminary screener, and still retain almost all the predictive accuracy of the full battery. (Author)