The English language learner (ELL) population nationwide has consistently failed to meet adequate yearly progress in reading. Through lecture and case studies, this interactive workshop provides school psychologists with skills to identify the effects of oral language development and second language acquisition on learning to read in English. Practitioners will learn to identify targeted research-based interventions based on the essential components for good instruction and intervention for ELLs. School psychologists will learn skills applicable to elementary and secondary level English learners.