Many English language learners (ELLs) in schools experience reading difficulties, particularly Spanish-speaking students. This is a serious problem given the tendency for struggling readers to fall further behind as they advance in school. This issue becomes more pressing as the number of ELLs enrolled in schools rises and the availability of native language instruction diminishes. Fortunately, there is evidence that English reading interventions that have proven to be effective for struggling native English speakers are also effective for ELLs with different levels of English oral proficiency. Given that the literature is scarce, it is important to investigate the impact of other reading interventions on the reading outcomes of ELLs. The purpose of this study was to examine the effectiveness of a modified version of the University of Florida Literacy Initiative tutoring program in promoting the reading skills of second-grade Spanish-speaking ELLs who are struggling to read. The program was modified to include small-group instruction and practices that supported the language needs of ELLs. A multiple-baseline across groups design was used to examine students' response to the intervention, as measured by the rate of correct pseudowords (CPPM) and sight words (CSPM) read per minute. Results showed that all groups improved from baseline to intervention in their rates of CPPM and CSPM and maintained appropriate rates two weeks after the intervention ceased. In addition, all groups showed a marked improvement in book reading accuracy of at least one half's year progress and up to a year and a half's progress in a limited number of sessions. Students' improved reading skills were further corroborated by pre- and post-intervention measures of decoding, word recognition, fluency, and comprehension, as well as teachers' ratings of students reading abilities and classroom behaviors. After intervention, students also demonstrated more positive attitudes towards reading. Most importantly, the intervention proved effective for all students regardless of their level of English oral proficiency. Social validity measures showed that the UFLI program was regarded as important, effective, and feasible among participants and teachers. These results are consistent with available literature that supports the implementation of early English interventions for ELLs. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]