The simple view of reading (SVR) model posits that reading comprehension is a product of decoding and listening comprehension and that reading comprehension difficulties can be categorized according to the weakness and strength of these 2 components. In the present study, I tested the applicability of the SVR to reading comprehension subgroups in Arabic and the multiplicative claim. A large sample of 1,012 children who were good readers and 370 children with poor reading comprehension from 1st through 6th grades took part in the study. The findings provide support for the SVR: 80% of children with poor reading comprehension were classified into hyperlexic, dyslexic, or garden variety subgroups based on their performance in decoding and listening comprehension. In addition, 26% of the children with adequate reading comprehension showed weakness in decoding and/or listening comprehension, a finding that does not support the multiplicative model. I discuss theoretical implications with specific recommendations for intervention programs.