The problem in this study was to determine whether the availability of reading material in the home and a child 's socio-economic classification were sufficiently significant to be utilized in helping to predict the reading readiness and reading achievement of first-grade children.

Reading readiness is a subject that concerns reading teachers and educators. Inadequate readiness training may cause some students to become late readers, who can be identified as students who score below their age and grade level on a standardized reading test. It is important to define reading readiness and examine the component skills and factors in order to help late readers. This examination was conducted by a study of reading-readiness literature. The reading-readiness skills include auditory discrimination, visual and visual-motor discrimination, development of language, concept formation, and reasoning skills. Readiness factors include fixed factors, social, and emotional factors. Fixed factors cannot be changed or improved by instruction, such as age, sex, I.Q., and physical health. Social and emotional factors can often be improved by manipulating the classroom environment and providing nurturing experiences.

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This study was undertaken to investigate the predictive value of certain tests in relationship to first grade reading success. The following predictor tests were administered to seventy first grade students during the first two weeks of school: Metropolitan Readiness Test, Naming Letters Test, Light Response Test and Matching Symbol Test. The Teacher's Reading Readiness Rating Scale was filled out by each of the seven teachers at the end of the sixth week. The Wechsler Intelignce Scale for Children was administered to each child during the fall. The seventh predictor test was computed by finding the difference in individual scores of the Light Response Test and the Matching Symbol Test.