The objectives of this study were (1) to construct and evaluate the reliability and validity of word learning tasks for predicting success in learning to read, and (2) to compare the effectiveness of word learning tasks with readiness measures in predicting reading in grade one. Two samples of like-aged boys and girls from urban (76) and suburban areas (105) were selected for the study; one sample was tested with the Word Learning Tasks in May of the kindergarten year and the other in September in first grade. Word learning and reading samples were collected in December and May of first grade for all subjects. Mills' Learning Methods Test scores and readiness information (test scores and teacher ratings) were collected for selected subjects. The combined Tasks were found to be reliable measures, with a moderate degree of validity. A comparison of the Tasks, Words Learned-December, kindergarten teacher ratings, and the Metropolitan Readiness Tests showed that the Metropolitan Readiness Tests were generally the best predictor of reading in May of first grade; the Word Learning Tasks were less effective predictors, and the kindergarten teacher rating was the least effective. Words Learned-December was the most useful measure in indentification of children with low reading skill at the end of the first grade. (Author/DB)