Reading growth from preschool to Grade 5 was evaluated in a sample of 964 children using multi-group latent growth curve analysis. Groups consisted of children assigned to six different school readiness profiles based on social and cognitive characteristics. Results indicate modes interrelationships between kindergarten readiness profiles, teacher sensitivity, and reading achievement growth. Teacher sensitivity was unrelated to reading at first grade, but over time a relationship between teacher sensitivity and reading emerged for readiness profiles associated with problems or deficits, with statistical significance achieved at fifth grade. The profiles demonstrating relationships with teacher sensitivity at fifth grade consisted of children with attention deficit, low cognitive ability, or social and externalizing problems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]