The state of Texas requires a reading inventory for all kinder, first, and second grades students, as well as the state assessment in reading for third grade. Educators face numerous challenges when attempting to teach children and meet the rigor on state assessments. In order for students to be successful on state assessments, teachers must ensure students learn to read and demonstrate comprehension. The purpose of this quantitative study is to identify if a relationship exists between the second grade end of year TPRI results and the third-grade reading STAAR test. The Metacognition Teaching Framework allows for the cyclic process and metacognitive reading strategies can be when students are aiming to improve their reading skills. This research consisted of an analysis of the quantitative statistical prediction among the student's scores from second grade Texas Primary Reading Inventory (TPRI) and their scores the following year on the third grade reading assessment, State of Texas of Assessment of Academic Readiness (STAAR). Bi- and multi-variate regressions were analyzed for predictor variables. A statistical significance was found in the multi-variate regression analysis indicating fluency, assessed on TPRI, is a predictor of 3rd grade reading STAAR test scores. The findings have implications for students nationwide with similar demographics, but more importantly, for students in Texas who traditionally have limited studies that contribute to the predicative analysis utilizing historical archived data scores and STAAR. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]