We examined the dimensionality of oral discourse skills (comprehension and retell of texts) and the relations of language and cognitive skills to the identified dimensions. Data were from 529 English-speaking second graders (M[subscript age] = 7.42; 46% female; 52.6% Whites, 33.8% African Americans, 4.9% Hispanics, 4.7% two or more races, 0.8% Asian Americans, 0.6% American Indians, 0.2% Native Hawaiians, 2.5% unknown; data from 2014-2015 to 2016-2017). Confirmatory factor analysis revealed that oral discourse skills are best described as four related but dissociable dimensions of narrative comprehension, narrative retell, expository comprehension, and expository retell (rs = 0.59-0.84). Language and cognitive skills had different patterns of relations to the identified dimensions and explained larger amounts of variance in comprehension than in retell. [This article was published in "Child Development" (EJ1393910).]