This study examines the effectiveness of cooperative reading teaching activities and independent reading activities for English language learner (ELL) students at 4th grade level. Based on simple linear regression and correlational analyses of data collected from two large data bases, PIRLS and NAEP, the study found that cooperative reading activities such as small group intervention and pair work were not effective for intermediate grade level ELL students as assumed. Instead, independent reading such as silent reading and reading books of students' own choice improved ELL students' English reading proficiency. The study lends empirical support to the assumption that ELL students may use their first language reading experience and skills in their second language reading.