This short-term longitudinal study investigated the relationships between students' reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second-grade children (N = 185) were administered the Test of Word Reading Efficiency, the second-grade Dynamic Indicators of Basic Early Literacy Skills, and an adapted version of Motivation to Read Profile at the beginning, middle, and end of the school year. Results showed that students' goals for reading were related to reading self-concept, but unrelated to reading fluency. In addition, reading self-concept was significantly related to reading fluency at each time point. Latent-variable path analysis was used to test four potential relationships between students' reading self-concept and reading fluency skill: (a) an independence model, (b) a skill development model, (c) a self-enhancement model, and (d) a reciprocal effects model. Support for a reciprocal model was found between students' reading fluency skill and reading self-concept over the second grade year. This finding also indicated that students' reading self-concept begins to influence their reading achievement earlier than previous research had indicated. Implications for educational practice and future research will also be discussed. (Contains 4 tables and 2 figures.)