This study examines the comparability and predictive power of ten different phonological awareness tasks administered to kindergarten children, with a focus on their relationship to later reading ability. The tasks varied in their cognitive requirements, with three rhyming tasks being particularly easy and showing ceiling effects, while the other seven tasks were more moderately related to subsequent reading progress. Factor analysis revealed that these seven non-rhyming tasks loaded highly on a single factor, indicating they tap into a similar underlying construct. The results show that these phonological tasks have strong predictive accuracy for first-grade reading ability, outperforming more global measures of cognitive skills such as intelligence tests and reading readiness tests. The findings suggest that phonological awareness tasks are reliable and effective predictors of early reading acquisition, supporting their use in educational settings.This study examines the comparability and predictive power of ten different phonological awareness tasks administered to kindergarten children, with a focus on their relationship to later reading ability. The tasks varied in their cognitive requirements, with three rhyming tasks being particularly easy and showing ceiling effects, while the other seven tasks were more moderately related to subsequent reading progress. Factor analysis revealed that these seven non-rhyming tasks loaded highly on a single factor, indicating they tap into a similar underlying construct. The results show that these phonological tasks have strong predictive accuracy for first-grade reading ability, outperforming more global measures of cognitive skills such as intelligence tests and reading readiness tests. The findings suggest that phonological awareness tasks are reliable and effective predictors of early reading acquisition, supporting their use in educational settings.