The objectives of the present study were twofold: (a) to explore the interrelationship among distal, proximal cognitive skills, and word reading; and (b) to identify those cognitive processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grades 3 and 4 were examined on phonological awareness, rapid naming, Word Identification, Word Attack, and the cognitive processing measures of planning, attention, successive, and simultaneous (PASS). Results indicated that phonological awareness and rapid naming uniquely predicted reading, whereas PASS variables did not, when the effects of phonological awareness and rapid naming were controlled. Finally, both phonological awareness and rapid naming were predicted by planning. Implications for diagnosis of children at risk for reading difficulties and remediation are discussed. (Contains 3 tables.)