The purpose of this study was to determine whether there were statistically significant correlations among standardized test scores due to general reading ability and whether these correlations were affected by the factors of sex, race, and I.Q. Scores were collected for three different tests (Nelson-Denny Reading Test, Lorge-Thorndike I.Q. Test, and the verbal section of the SAT) taken by 154 senior students throughout their high school careers. Statistics resulting from computations indicated that all tests shared a large common variance, with reading ability more closely related to verbal aptitude than to intelligence. To determine the key element most likely linking the three tests, reading ability and then intelligence were held constant for these correlations. Resulting partial-order correlations pointed to reading ability as the factor most highly related to standardized test scores. Sex accounted for insignificant differences while race is a far more significant variable as a predictor of verbal ability and test score results. It is suggested that inexpensive and easy to administer standardized reading tests can be used more efficiently by educators in the schools. (Author/JM)