Word reading fluency and word reading accuracy play a critical role in reading development (Perfetti, 1985; Stanovich, 1986) and are related to multiple language components such as phonological, morphological, and vocabulary skills in monolingual children. Our knowledge about this relation remains limited in bilingual children, however. This study investigates language predictors of word reading fluency and word reading accuracy in bilingual English-Arabic children. We conducted hierarchical regression analyses to examine the relation among phonology, morphology, vocabulary, word reading accuracy, and word reading fluency. Results revealed that Arabic language components differentially predicted Arabic word reading accuracy and Arabic word reading fluency. These findings lend support for the extended triangle model of reading (Bishop & Snowling, 2004), which highlights the paramount role of multiple components of language in reading development. Implications for research and pedagogy are presented.