In the history of reading research, numerous questions arise as educators and researchers ponder existing gaps in learning among English language learners (ELLs) striving to make meaning of the written word. Many scholars have investigated the impact of phonemic awareness, the phonetic code, and reading comprehension. As educators and researchers work with ELLs, one question remains: How do EL learners make sense of the written word or text? This question causes educators to wonder what occurs when ELLs transition from phonemic awareness to reading comprehension. ELLs, educators, and families have worked hard to master and unlock phonetics. Striving ELLs are readers who strive to understand, look at the words, read them, yet appear to have difficulty making meaning from them. This qualitative phenomenological research study explored ELLs' perspectives in a dialogic reading intervention within a monolingual (English-speaking) setting. Honoring the whole learner, the researcher conducted biweekly virtual participant interviews, asking what was or was not working for them. The simplicity of this format created a space for participants, families, and the researcher to engage in rich, dialogic conversation around text, reading, and practicing strategies that led to growth socially, emotionally, and academically. This research showed that striving ELLs are filled with a wealth of knowledge. When they are heard and engaged in dialogic conversation, they are able to thrive and grow. While gap closure may take time, gaps will close with inquiry, patience, and persistence. Listening, working with learners, assessing, and addressing needs in partnership with their families and school community is optimal for the mastery of reading comprehension. [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.]