This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying the relationship between ELL reading development and the reading teaching activities recommended for ELL students' reading development and discuss the potential conflicts of the ideas underlying these teaching activities with some assumptions underlying the second language theories. With such an introduction as a base, I raise some research questions for my dissertation study and review the relevant theoretical and empirical bases and further justify these research questions in light of the theoretical and empirical literature. Then, I propose and justify the research methodology, participants, data sources and analyses for my dissertation and present my findings that address the research questions. Finally, I discuss these findings in light of the existing literature, offer pedagogical implications and suggestions for future research on ELL reading, and explain imitations of study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]