This study focused on the use of a standardized reading assessment to examine reading comprehension among English language learners (ELLs) and English fluent middle school students, focusing on two text genres: informational and narrative. The Common Core State Standards require students to develop skills in both genres. However, ELLs may not receive adequate support to meet the requirements of the CCSS and may therefore fall behind their English fluent peers (Gabig & Zaretsky, 2013). The findings of this study indicate that ELLs have lower reading comprehension scores than English fluent peers in both genres, with the lowest scores in informational text. This demonstrates the need for using assessments in selecting specialized genre-based reading comprehension interventions to support improved ELL outcomes.