Different methods of reading instructions have been the subject of controversy. This study examined the influence of systematic phonics vs. non-systematic phonics methods of instruction on the prediction of reading. 443 kindergarten children were tested on phonological awareness, naming speed and visual word matching using the Bielefelder Screening (BISC). Children were retested in grades one and four. Results showed that although the prognostic validity of kindergarten measures was generally low, it was considerably higher for grade one children in classes with non-systematic phonics instruction. Children who received systematic phonics instruction scored significantly higher on measures of phonological decoding as compared to their peers who received less systematic instruction. Implications for the prediction of reading and early screenings are discussed.