According to the Componential Model of Reading (CMR; Aaron, Joshi, Gooden, & Bentum, 2008), reading comprehension can be explained by 3 domains--cognitive, psychological, and ecological domains. We examined the direct and indirect contributions of these 3 domains to reading comprehension in bilingual learners. Participants included 124 bilingual children in Grades 4 through 6 who spoke Chinese as their first language. They were administered a battery of language and literacy measures, and motivation and acculturation questionnaires. Additionally, the participants' parents completed a home literacy environment questionnaire in Chinese. Using structural equation modeling, we found direct effects of the cognitive and psychological domains on reading comprehension. The ecological domain only had an indirect influence on reading comprehension via the cognitive and psychological domains. The findings support and extend the CMR model and advance our understanding of the nature of the relationships among the different components of the model among bilingual learners.