The relationships between prereading measures of auditory discrimination, letter knowledge, and intelligence and reading ability were investigated for pupils who completed grades 1 and 2 in four different types of instructional programs--conventional basal reading programs, i/t/a programs, language-experience approaches, and code-emphasis programs. The 7,240 first-grade pupils and 3,036 second-grade pupils who comprised the sample for this study were participants in the Cooperative Research Program in First-Grade Reading Instruction. Pre-grade-1 measures were the Murphy-Durrell Phonemes test, the Murphy-Durrell Letter Names test, and the Pintner-Cunningham Primary Intelligence Test. The Paragraph Meaning and Word Reading subtests of the Stanford Achievement Battery were administered at the end of grades 1 and 2. In a majority of cases, significant differences were found among correlation coefficients representing predictive relationshps for pupils enrolled in different programs. The Letter Names test was the only measure which generally predicted reading ability in a similar fashion for the various programs. It was also found that each of the readiness measures was somewhat more effective in predicting reading success for pupils enrolled in code-emphasis and i/t/a programs than for pupils in basal and language-experience programs. Tables are included. (CM)