In the past decade the proportion of school-aged children in the United States who are English language learners (ELLs) grew by 32%, compared with a 4.9% overall increase in U.S. school enrollment. This only heightens the already important challenge of providing effective, appropriate reading instruction for ELLs because all teachers can expect to have ELLs in their classrooms at some time in their careers. This commentary reviews the available data on optimal approaches to reading instruction for ELL students, covering the components of literacy (decoding, oral reading fluency, vocabulary, and writing) as well as key issues such as differentiating instruction, repetition and reinforcement, scaffolding, and capitalizing on a student's first language strengths. We conclude with implications for school psychologists, who are often among the first professionals to be consulted as schools attempt to identify and provide appropriate educational services for these students.