We explored the usefulness of 1st and 2nd grade reading measures and responsiveness criteria collected within a Response-to-Intervention (RtI) framework for predicting Reading Disability (RD) in 3rd grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD were analyzed using logistic regression; isolated measure/criteria combinations for predicting RD were analyzed using classification analysis. Models yielded superior classification rates compared to single measure approaches, and did not systematically misclassify English Learners. However, particular 1st and 2nd grade measure/criteria combinations also showed promise as isolated predictors of RD in word reading/text fluency. Model based approaches were required for acceptable classification of students with RD in comprehension. While the former finding is promising for early identification of students in need of more intensive instruction in lexical or fluency-based skills, the latter finding reaffirms literature attesting to the complexity of RD in comprehension and difficulty of predicting deficits using early measures of reading, which primarily assess word reading skill. Results replicated well with an independent sample, thus enhancing confidence in study conclusions. Implications regarding the use of RtI for predicting RD are discussed. [This paper was published in "Journal of Learning Disabilities" v48 n2 p196-223 2015 (EJ1051590).]