Building on research showing the interdependence of language skills and reading proficiency, this study examined the effects of using the "Language Arts" strand of the "Reading Mastery Signature" 2008 series program as a supplement to non-Direct Instruction reading programs with English Language Learner (ELL) students. Seventy-six kindergarten through fifth-grade ELL students received the intensive intervention delivered by trained school staff (n = 5) at three elementary schools. Multiple classroom-based fidelity of implementation monitoring demonstrated that the Language Arts strand was well taught on a consistent basis by all teachers and paraprofessionals. Statistically significant gains were made in the word recognition, oral reading accuracy, silent reading comprehension, spelling, and word meaning percentile ranks of participants from pre- to posttest (p less than 0.01). Absolute change and effect size estimates (see Gresham, 2005) indicated reliable changes in the reading and language skills of participants. Results, implications, and future research priorities were discussed. (Contains 2 tables.)