The study addresses the extent to which subtests on the Dynamic Indicators of Basic Early Literacy Skills Reading Assessment (DIBELS; Good & Kaminski, 2002) predict student success on a measure of reading comprehension and if prediction is consistent for native and second English Language Learners. 2,649 elementary students were assessed on a reading comprehension measure, of which 29.7% were English Language Learners. Descriptive and analytic statistics were generated including bivariate correlation analysis split by language proficiency. Critical measures and suggested cutoff values (Good, Simmons, et al., 2002) were evaluated for predictive utility by visualization of Receiver Operating Characteristic (ROC) curves (Swets, Dawes, & Monahan, 2000), and comparison of the area-under-the-curve (AUC) values. DIBELS better predicts children who are at "low risk" than those "at risk;" however, DIBELS correctly classifies children "at risk" better for ELL than non-ELL students in third grade. (Contains 10 tables and 3 figures.)