This paper presents some of the preliminary findings of a longitudinal study for the determination of a set of measures which could be used to predict specific reading problems and general school achievement. The samples selected for study were from different socioeconomic groups. The paper deals specifically with the socioeconomic differences observed for the psychological and reading measures and reports some of the relationships found between the pre-school measures and the criterion-reading measures. The groups studied were kindergarten samples from four different urban schools. Tests administered included the: Stanford-Binet, Bender Gestalt, Hooper Visual-Organization, Draw-a-Person, kinesthetic perception, Copp-Clark Reading Series, Schonell Word Recognition, and McGahan's Early Detection Inventory. Implications of the test results are considered to indicate the socioeconomic variable would be considerably important in any study attempting isolation of predictors for reading problems. It is also held that socioeconomic groups would have to be analyzed separately to determine the best differentiating measures for that group. (RJ)