This study aimed to determine the contributions of cognitive linguistic variables to Persian word reading and word dictation. We tested 79 second graders in Iran on different cognitive-linguistic skills, including rapid letter naming, phonological awareness, morphological awareness, orthographic skills, vocabulary knowledge, nonverbal reasoning, word reading, and word dictation. Information on socio-economic status was collected via questionnaire. Regression analyses showed that rapid letter naming and phonological awareness were uniquely associated with reading in Persian, while rapid letter naming, phonological awareness, and morphological awareness were uniquely associated with dictation. Results highlight the importance of rapid letter sound knowledge, phonological awareness, and morphological awareness for literacy in Persian.