Adolescent English language learners (ELLs) with learning difficulties face many challenges when reading in the content areas. In this article, we review what research tells us about how best to support ELLs' reading comprehension and content learning. We draw from recent research syntheses as well as individual studies. We highlight one multi-strategy approach for teaching reading comprehension strategies, Collaborative Strategic Reading (CSR), and point out aspects of CSR that make it appropriate for use with ELLs with learning difficulties in secondary school classrooms. We compare the components of CSR with sheltered English techniques. (Contains 1 table and 1 footnote.)