Acadience Reading (AR) is a screener for early detection of reading problems in elementary students. Limited research exists, however, on its technical adequacy for evaluation of English Learners (ELs). In this study, we tested the long-term predictive validity and diagnostic accuracies of AR and examined the differences between native English-speaking and EL students. A sample of 305 students (94 ELs, 31% of the sample) completed AR at three time points in kindergarten and the statewide reading test in third grade. Hierarchical regression models confirmed good long-term validity for AR with end of the school year scores outperforming the other two time-points and EL status along with ethnic background not playing a significant role. Findings also revealed that AR at the end of the school year provided moderate long-term diagnostic accuracy for students well below benchmark. Implications for research and practice as well as limitations of the study are discussed.