This paper reviews the studies involving the more commonly measured reading readiness factors, discusses some unique studies, and projects what some needs of future research should be. The research areas discussed include reading readiness tests as predictors of success in beginning reading, auditory discrimination factors and their relation to beginning reading, visual discrimination factors and their relation to beginning reading, oral language development before beginning reading, intelligence factors and their relation to beginning reading, and studies of a more diverse nature. Some generalizations are offered as a result of the conclusions of research in all areas of reading readiness. The author recommends, in particular, that future research should examine specifically the effects of many of the unmeasured factors and create and refine procedures to analyze and measure them. A 122-item bibliography is included. (Author/AW)