This study examined the relation and predictive validity of the three seventh-grade reading curriculum-based measurements (CBMs), (a) passage reading fluency, (b) vocabulary, and (c) comprehension, on student performance on the Oregon Assessment of Knowledge and Skills Reading (OAKS-R). This question was examined using extant data collected from 857 seventh-grade students in a Pacific Northwest school district during spring quarter. Of the total sample of 857, only 557 students' records were analyzed: 499 general education students and 58 students with learning disabilities who met the a priori participation criteria of having scores on all three spring easyCBM Reading measures (PRF, VOC and MCRC) and an OAKS-R score. Correlational analysis revealed different outcomes for the two groups. For the general education population, the highest correlation coefficient was between CBM vocabulary and OAKS-R (r = .65). Follow-up regression analysis also indicated that CBM Vocabulary (&beta = .44) was the best predictor for students in the general education population. However, for students with learning disabilities, CBM comprehension was the most strongly correlated to OAKS-R (r = .60), and regression analysis showed comprehension (&beta = .40) as the best predictor of students' OAKS-R performance. When specific nonacademic variables were added to the regression model for general education, CBM vocabulary (&beta = .41) and CBM comprehension (&beta = .43) were still the best predictors for students in general education and students with learning disabilities, respectively. Practical implications of the predictive validity of the CBM reading measures for practitioners are discussed in relation to assessment, instruction, and resource allocations. Finally, suggestions for future research in the areas of improving CBM utility as a predictor of success on statewide assessments in reading at the middle school level are discussed.