This study investigated children's access to books, narrow independent reading volume, and growth in vocabulary knowledge and comprehension. Two hundred-twenty English language learners and native-English speaking children from diverse socioeconomic backgrounds were given measures of vocabulary and literacy in the fall and spring of fourth grade. Book reading volume was recorded using reading management programs. ELL children had greater access to books at school than had been previously reported among children from low income communities. However, ELLs were exposed to fewer words and comprehended books more poorly than their non-ELL peers. Growth in receptive vocabulary knowledge was related to the proportion of narrow books children read, regardless of language status. The findings of this study suggest that teachers can support ELL children's literacy development by helping them select appropriately difficult books, encouraging them to engage in more independent reading, and suggesting that they read narrowly.