A Canadian study designed to develop a reading readiness battery which would include proven types of prereading measures and newly conceived predictors is discussed. The goals of the study were to identify and develop indexes of reading readiness for the child's concept of the reading task, his perceptual ability, his linguistic competence and his level of cognitive functioning, to determine the factorial nature of the domain of reading readiness, and to determine the best combination of tests to predict reading achievement. Thirteen tests of specific skills and abilities were grouped into one battery and administered to 97 elementary school students from various school districts. Test results were correlated and factor analyzed. It was found that one general readiness factor accounted for nearly one-half the total variance of the tests. Three additional factors were identified: listening, conceptualizing, and literacy behavior. It was concluded that to serve a diagnostic function, a readiness test must have a range of subtests. Tables and bibliography are included. (AL)