This study examines the relationships between the measures of visual and auditory discrimination contained in five reading readiness batteries: the Clymer-Barrett Prereading Battery (Form A), the Gates-MacGinitie Readiness Skills Test, the Harrison-Stroud Reading Readiness Profile, the Metropolitan Reading Readiness Tests (Form A), and the Murphy-Durrell Reading Readiness Analysis. Tests were administered to 208 first-grade students from two Wisconsin school districts. Specifically, investigation was designed to determine several things: whether visual and auditory discrimination measures were tapping similar abilities; whether there was a general readiness factor reflected in the particular subtests; if performance would differ on visual, as opposed to auditory, discrimination tasks; and whether performance would vary as a function of sex. With the exception of two instruments, the intercorrelations between visual and auditory measures were found to be significantly different from zero. The innovation of more consistent evaluation methods which are appropriate for children who have experienced the combined effects of various preschool interventions is urged. (Author/KS)