This study explored student-level predictors of reading achievement among third grade regular education students. Predictors included student demographics (sex and socioeconomic status (SES), using free and reduced lunch as proxy for SES), direct observations of reading skills (oral reading fluency (ORF) and word decoding skill (nonsense word fluency/NWF), and academic history (number of prior grade retentions (retentions), Reading/Language Arts grades (reading grade), and attendance rate. Hierarchical linear regression results indicated that ORF and reading grade were statistically significant predictors of high-stakes reading achievement for this sample (model R[superscript 2] = 0.631). Results replicated previous findings of the predictive value of ORF, above and beyond economic disadvantage and highlighted the influence of low reading grades as an additional key predictor of poor reading achievement, with effect above and beyond that of ORF alone. [NOTE: The volume number (2) shown on the attached PDF is incorrect. The correct citation information for this document is v23 n2 Fall 2013.]