The growing English language learner (ELL) population in the United States warrants an examination of reading intervention effectiveness with this population. The reading achievement of ELLs is of particular concern due to the importance of reading skills and the innate language barriers that exist for ELLs. This article reviews existing literature between January 2003 and July 2015 that examined the effectiveness of reading interventions with ELLs. Specifically, studies with large effect sizes that included phonics, phonemic awareness, fluency, comprehension, and/or vocabulary within intervention components and outcome measures were reviewed. Results indicate the effectiveness of multifaceted interventions for phonemic awareness, phonics, fluency, and comprehension, as well as the importance of vocabulary instruction to increase vocabulary outcomes. Identified interventions are discussed, including published interventions available for practitioners.