The relationship between reading comprehension and reading fluency for linguistically diverse learners continues to be a topic of education research. The problem is third and fourth-grade second-language learners possess adequate reading fluency skills but demonstrate distinct reading comprehension difficulties compared to native English-speaking peers. The purpose of this quantitative correlational study was to examine the relationship between second-language learners, whose first language is Spanish, and their reading fluency and comprehension performance in a Southern California public elementary district. The theoretical framework connected the theories of the simple view of reading and social constructivism to illuminate how second-language learners tackled print information encountered in the text to construct reading comprehension. A quantitative correlational design connected the study's three research questions and hypotheses by examining the associations between variables to assess the relationship between oral language, oral reading fluency, English language proficiency, and reading comprehension. A sample of 204 students was selected using the stratified sampling criteria from a population of 1,906 students. De-identified data containing the Star Reading and ELPAC instruments were analyzed using SPSS software. A series of Spearman correlations were analyzed, determining positive correlations between variables of oral language, oral reading fluency, English language proficiency, and reading comprehension. The study's findings offer practical recommendations to educational leaders and researchers wishing to gain further insight into second-language learners' reading comprehension acquisition. [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.]