This study investigated relationships among the reading fluency, word recognition, language background, and reading achievement in second through fifth graders. Among the 250 students sampled, 70% were within word pattern (WWP) spellers. These WWP stage spellers were remarkably similar in reading, regardless of grade and Limited English Proficient designation. Years in school did not compensate for orthographic development in reading rate and word recognition. There were significant differences in reading rates for 1-min and passage rates (?p 2 = 0.34) for students in this stage, and criterion referenced test pass rates were associated with Curriculum-Based Measure norms for reading rate. Implications for instruction are presented.