THE EXTENT TO WHICH READING READINESS TESTS RELATE TO A GROUP OF INTELLIGENCE TESTS WAS INVESTIGATED. APPROXIMATELY 300 FIRST GRADERS IN 15 CLASSROOMS IN GEORGIA WERE ADMINISTERED THE METROPOLITAN READINESS TEST, THE LEE CLARK READINESS TEST, AND THE CALIFORNIA TEST OF MENTAL MATURITY. FACTOR ANALYSIS WAS USED TO ANALYZE THE DATA. THE SUBTESTS OF THE READINESS TESTS DID NOT MEASURE SEPARATE FACTORS OF ABILITY FOR PERFORMANCE. A HIGH DEGREE OF OVERLAP EXISTED IN SUBTEST MEASUREMENTS. THE ONE GENERAL FACTOR PATTERN WHICH EMERGED FROM THE FACTOR ANALYSIS APPEARED TO INDICATE THAT THE VARIANCE OF THE RESPECTIVE SUBTESTS OCCUPIED A SMALLER COMMON SPACE. A SIGNIFICANT DEGREE OF PREDICTIVE RELATIONSHIP WAS FOUND BETWEEN READING READINESS TEST SCORES AND INTELLIGENCE TEST SCORES. ALTHOUGH NOT CONSIDERED IN THE HYPOTHESES, AGE WAS NOT A SIGNIFICANT CONTRIBUTING FACTOR TO THE PREDICTION SCHEME WHEN INTELLIGENCE WAS THE CRITERION VARIABLE. THE SEX FACTOR WAS NOT A SIGNIFICANT VARIABLE. THE PREDICTIVE POWER FOR INTELLIGENCE OF THE READING READINESS TESTS ALONE WAS NEARLY EQUAL TO THE PREDICTIVE POWER OF THE READING READINESS TESTS IN COMBINATION WITH AGE, SEX, AND AGE PLUS SEX. (AUTHOR/BK)