A program to improve social studies reading comprehension among students of English for speakers of other languages (ESOL) was developed in the form of a practicum for use in an exemplary new school in Florida. Participants were five ESOL students, aged 9-11, with widely varying English proficiency, and a group of fifth grade teachers responsible for ESOL instruction. One student was hearing-impaired. Student language skills were assessed with local and standardized tests, and teacher competencies and needs in ESOL instruction were assessed using a questionnaire. A 12-week program of teacher training and student instruction was implemented. Drawing on research in social studies and reading instruction, the project consisted of content instruction using commercial texts, interactive questioning, instruction in reading-study strategies, teacher training in the use of graphics, and increased ESOL teacher planning time. Students were given a social studies reading comprehension pretest. After the 12 weeks, content and visual post-tests were administered and student individualized educational plans were reviewed by teachers. Results showed substantial increase in student comprehension and use of graphic aids and teachers showed increased understanding of targeted teaching techniques and use of additional joint planning time. Contains 16 references. Substantial project-related materials are appended. (MSE)