This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language Learner (ELL) population of a single school, Sunshine Elementary, using the gap analysis model (Clark and Estes, 2008). More specifically, the purpose of the analysis was to examine possible causes for the literacy gap that impact student reading achievement at Sunshine. As part of the problem-solving model, the inquiry group reviewed the school's mission, goals, and organizational gaps. The team investigated possible root causes for the performance gaps noted. During this phase of the project, data were collected from Sunshine Elementary administrators, teachers, parents and students who completed surveys regarding their views towards literacy and the overall school environment. The principal, as well as several teachers participated in semi-structured face-to-face interviews, discussions, and a review of the current school adopted literacy program. This step led to a condensed list of validated root causes: (a) goal alignment, (b) professional development, (c) teacher collaboration, (d) parent involvement, (e) culturally relevant pedagogy, and (f) site based leadership. Finally, the inquiry team developed recommendations for viable solutions based on a review of the literature as well as research and theory on developmental perspectives on reading and literacy. Awareness of the benefits of developmental reading instruction has implications for positive social change by linking the multiple dimensions of reading, literacy, and comprehension development for ELs at Sunshine Elementary. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]