The purpose of this study was to identify those factors which predict success in reading in the seventh year of school for children from a low socioeconomic level. Tests measuring reading readiness factors in kindergarten and reading achievement at the end of first grade were used as predictor variables, while a test of reading achievement at the end of the seventh year of school was used as the criterion variable. The three dependent variables considered during the seventh year of school were scores on the Metropolitan Achievement Test (MAT) in word knowledge, reading comprehension, and total reading. Analysis of data showed the following best predictors of success in the seventh year of school: for word knowledge, the simple correlation of the score in word discrimination on the MAT at the end of first grade; for reading comprehension, scores in word knowledge on the first-grade MAT; and for total reading, the score in word discrimination on the MAT in first grade. (JM)