In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed.