This paper reports on the relationship between English language fluency and reading achievement in California sixth grade students. The interaction between fluency and social class was examined. This interaction was found to be similar for students who spoke English only and for Spanish speakers who were fluent in English. It was diminished for limited English proficient students. This may have been the result of the criteria applied for this classification. The effects of fluency on performance in various reading skills was examined. Overall differences in performance were examined and skills which were particularly difficult for limited and fluent English proficient groups were identified. (Author)