THE RELATIONSHIPS BETWEEN PREREADING MEASURES OF AUDITORY DISCRIMINATION AND READING ACHIEVEMENT AT THE END OF FIRST GRADE ARE REPORTED. DATA WERE GATHERED ON 632 PUPILS IN THE MINNEAPOLIS PUBLIC SCHOOLS WHO WERE ADMINISTERED SEVEN TESTS OF AUDITORY DISCRIMINATION SELECTED FROM PUBLISHED READING READINESS TESTS AND A GROUP INTELLIGENCE TEST AT THE BEGINNING OF FIRST GRADE. TWO TESTS OF READING ACHIEVEMENT WERE GIVEN AT THE END OF THE YEAR. RELATIONSHIPS WERE ASSESSED BY MEANS OF CORRELATION AND MULTIPLE REGRESSION ANALYSIS. ANALYSIS OF DIFFERENCES OF MEANS WAS DONE THROUGH USE OF T TESTS. INTERCORRELATIONS AMONG AUDITORY DISCRIMINATION MEASURES AND BETWEEN EACH MEASURE AND SUBSEQUENT READING ACHIEVEMENT WERE UNIFORMLY LOW. INTELLIGENCE WAS SIGNIFICANTLY RELATED TO READING ACHIEVEMENT. SIGNIFICANT SEX DIFFERENCES IN PERFORMANCE ON THREE OF THE AUDITORY DISCRIMINATION TESTS AND ON BOTH OF THE READING TESTS FAVORED THE GIRLS. THE CONCLUSIONS AND EDUCATIONAL IMPLICATIONS ARE DISCUSSED. TABLES AND REFERENCES ARE INCLUDED. (MD)