<p>The present longitudinal study examined the role of a broader repertoire of oral language skills in predicting reading comprehension difficulties within an extended Simple View of Reading model. Ninety-one Greek children were assessed on listening comprehension, morphological awareness, vocabulary, reading accuracy, and reading fluency in Grade 2. Next, they were assessed on a standardized reading comprehension measure at the beginning and at the end of Grade 3. Based on their performance, they were classified into a group with reading comprehension difficulties (<i>N</i> = 39) and a typically developing group (<i>N</i> = 52). Hierarchical binary logistic regressions revealed that listening comprehension, reading fluency, and morphological awareness significantly predicted reading comprehension difficulties, whereas vocabulary lost its predictive strength when morphological awareness entered into the equation. These findings underline the substantial role of morphological awareness in predicting reading comprehension difficulties, supporting an extended Simple View of Reading model. Moreover, they suggest that although vocabulary remains an important factor, its role appears to be rather limited and possibly mediated by morphological awareness. Implications for both the assessment of reading comprehension difficulties and intervention policy are discussed.</p>