The purpose of this dissertation was to explore the presence of predictors of reading disability in third through fifth grade students. This study used a quantitative methodology to analyze the relationship between the predictor variables of nonword repetition, vocabulary, syntax, morphology, and family history and the criterion variable of grade-level reading achievement. The sample for this research were 76 third, fourth, and fifth grade elementary students from a rural Northern California school district assessed using multiple standardized assessment measures. The parents of participants completed a personal information sheet that indicated the presence or absence of a family history of a speech, language, or learning disability. Multiple linear regression analysis was conducted to assess if the predictor variables predicted reading proficiency in third through fifth grade students. Logistic regression was conducted to assess if a family history of speech, language, or learning disability predicted reading achievement. An alpha level of .05 was used to establish statistical significance. In this study vocabulary, syntax, and morphology were significant predictors of reading proficiency in third through fifth grade students and had positive relationships. Although there was a significant correlation coefficient found between nonword repetition and reading achievement, nonword repetition was not identified as a unique predictor contributing over and above the other independent variables, and was not identified as contributing significantly to regression. Additionally, a family history of speech, language, and learning disability was not a significant predictor of reading disability in third through fifth grade students.