Teachers are charged with the task of reaching all students academically in hopes all students will become proficient readers by third grade. Oral reading fluency is a predictor in academic success since fluency reflects comprehension. Students often come to school unprepared in their earliest years due to a lack of opportunity and/or early literacy experiences, creating an achievement gap, a disparity in academic performance between groups of students. This study identifies the correlation between socioeconomic status, race, gender, and preschool enrollment and the oral reading fluency of first-grade readers as indicated by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8 composite score, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8 Oral Reading Fluency words read correctly (ORF-WRC) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8 Oral Reading Fluency accuracy (ORF-ACC) score. Key findings show that socioeconomic status, race, gender, and preschool enrollment are predictors of oral reading fluency