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Inefficient response-to-intervention (RTI) screening in urban schools where many students read below grade-level may under-identify students needing intervention or over-identify students, over-burdening a limited-resource system. In a first-grade sample from one urban school, we evaluated the classification validity of two research-based screening measures—the Test of Silent Reading Efficiency and Comprehension and the Word Test-3 (WT3) Synonym subtest—as alternatives to the school’s screening measure, the Fountas & Pinnell Benchmark Assessment System (BAS). The WT3 yielded high classification accuracy in identifying students who were receiving intervention services, and it outperformed the BAS. Practical implications for RTI screening are discussed.