This investigation examined the relationships between indicators of temporal visual processing ability, visual attention, reading comprehension, and a test of reading fluency. Seventh-grade students (N=37) were divided into good and poor readers based on a standardized comprehension test. All subjects were subsequently tested for fluency (TOSWRF), visual attention (CAS), reading eye movements (Visagraph), rapid automated naming (RAN) and coherent motion sensitivity (CM). All measures were significantly different between good and poor readers, with the exception of three RAN subscales. Spearman correlations between fluency and vision-related variables were significant, except for one RAN subscale, CM, and the number of regressions while reading. Predictions of students' original reading group (good or poor) were significant with relatively high sensitivity and specificity for all vision measures except for RAN subscales and CM. While the current trend in the literature is to emphasize phonological awareness (PA), the current results support the notion that visual attention and visual temporal processing deficits may also contribute to reading problems in children.