The present study utilized a latent variable modeling approach to examine the Simple View of Reading in a sample of students from 3rd, 7th, and 10th grades (N = 215, 188, and 180, respectively). Latent interaction modeling and other latent variable models were employed to investigate (a) the functional form of the relationship between decoding and linguistic comprehension in third grade, (b) the contribution of these predictors as children progress through school, and (c) the contribution of passage fluency, working memory, and performance IQ to a model of reading for all grades. Results did not support the Simple View of Reading for students in grades 3, 7 and 10. Additionally, it was found that passage fluency significantly predicted reading comprehension after controlling for decoding and linguistic comprehension for students in grades 7 and 10. Likewise performance IQ was found to be a significant predictor of reading comprehension for students in third grade.