This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's indirect effect is strongest in Grade 1 and monotonically decreases across grades 2 and 3. In contrast, the direct effect of LC increases in its prediction of RC across grades. While FWR as a predictor of RC substantially decreases from grades 2 to 3, LC appears to mostly maintain its significant positive effect on FWR across grades. Implications for equitable education in the primary years are discussed.