This study investigated the relationship between and among the results of three types of reading assessments in the first grade: a standardized reading test (the Stanford Achievement Tests); an informal reading inventory (the Classroom Reading Inventory); and teacher judgment of student rank in reading achievement. The study included 165 first grade students with a mean age of 84.6 months. The Pearson product-moment correlation was used to assess the relationship between the scores of the informal reading inventory word recognition and comprehension tests and the reading portions of the standardized achievement test. The Spearman-Rho correlation coefficient was used to assess the relationship between teacher judgment and the students' performance on the informal reading inventory and the standardized reading test. A statistically significant positive correlation was indicated between the informal reading inventory and standardized test scores. There were also positive correlations between achievement variables and the word recognition and also the comprehension scores of the Classroom Reading Inventory. Teacher opinion correlated with all subtests of the standardized test and the word recognition portion of the reading inventory. The achievement of all combined classrooms and most individual classrooms was average or above, based on national norms. (PN)