Results of a longitudinal retrospective study of early predictors of later performance in Spanish-English speaking English Language Learners (ELLs) on measures of English reading skills are presented. The main purposes of the study were to (a) examine the relationship between children's early language and literacy skills and later performance on English reading outcome measures and (b) to compare the performance of Spanish-speaking ELLs enrolled in a two-way bilingual program (TWB) with that of Spanish-speaking ELLs enrolled in regular education English immersion classes (EIM). Strong first grade reading fluency skills were shown to be related to all third grade reading outcomes (reading vocabulary, text level oral decoding fluency and reading comprehension). The majority of all learners demonstrated average or above average performance on all third grade reading outcome measures. Performance on reading comprehension was particularly strong in the TWB group. Results and implications are discussed.