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The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education classrooms in the U.S. Midwest were assessed with the Well Screening in fall, winter, and spring. Groups were compared using analysis of variance (ANOVA) on measures of memory, phonological awareness, retrieval speed, social communication, and letter knowledge. Children at risk for reading disorders performed most poorly on phonological awareness, whereas children at risk for language disorders struggled most with social communication. Retrieval speed alone was not a reliable predictor of reading risk in kindergarten. High performers scored best on working memory. The high-performing reading group outscored the high-performing language group on letter knowledge. Phonological awareness distinguished the high-performing reading group but not the high-performing language group from their non-high-performing classmates. Early identification of these relevant subgroups allows for early targeted interventions and monitoring of growth.