This study investigated the relationship of the combined factors of family structure, socioeconomic status, and pupil gender' to reading readiness scores. Specifically, the study attempted to determine if there were significant differences among mean reading readiness scores when pupils were grouped by family structure; socioeconomic status; gender; family structure and socioeconomic status; family structure and gender; socioeconomic status and gender; and family structure, socioeconomic status, and gender. The subjects for the study consisted of 223 kindergarten pupils from 15 elementary schools in Oklahoma. Data for each pupil were determined by the Hollingshead Two-Factor Index of Social Position; male or female; and the Metropolitan Readiness Tests score. Some of the conclusions drawn from the study were that socioeconomic status apparently affects reading readiness scores; girls can be expected to score higher than boys; family structure alone is apparently an inadequate predictor of reading readiness scores; and a combination of the three main variables (family structure, socioeconomic status, and gender) could be used to predict general reading readiness scores. (Author/TS)