This study explores the relationship between preschool phonological and nonphonological language performance and first-grade reading performance. Data were gathered from the files of 149 students who had completed a universal kindergarten screening program in the spring prior to enrollment. Bivariate correlation analyses, Steiger's Z comparisons, and hierarchical multiple regression analyses were completed to determine the associations between phonological and nonphonological language skills and subsequent first-grade spring word analysis and reading composite performance. Phonological and nonphonological tasks were moderately useful in predicting students' subsequent first-grade word analysis and reading composite performance. No significant difference in association was found between the phonological and nonphonological composites. A combined phonological and nonphonological model provided the strongest predictive utility. This study supports a significant and equivalent association between preschool phonological and nonphonological language skills and subsequent first-grade reading performance.