This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary school. It is divided into two major sections: the effect of language of instruction on achievement (i.e., bilingual vs. English-only instruction) and effective reading approaches for ELLs other than the use of native language. Several proven and promising approaches are identified. Educators and policy makers should consider all possibilities to enhance outcomes for their Spanish-dominant ELL children. [For the full report, "Effective Reading Programs for Spanish Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research," see ED539718.]