This study utilized a quantitative design to determine whether the effects of KWL and SQ3R reading approaches made a difference in English language learners (ELLs) acquiring comprehensible input (CI) in reading comprehension achievement. Student CI data from 2022-2023 was used along with T-test for a pre-test and post-test statistical data collection to determine two reading strategies, KWL and SQ3R, to improve reading achievement in ELLs. Comprehensible input (CI) theories in language learners are essential for understanding how individuals attempt to acquire reading comprehension when learning a second language. The problem addressed in this study was that most of the schools with a high ELL population need more effective interventions to meet the needs of ELLs in filling the gap in reading comprehension achievement. The study proposed three questions through the pre-test and post-test data: the significant difference in the scores of students who participated in the KLW reading strategy and the significant difference in the scores of the students who participated in the SQ3R reading strategy. The findings of this study demonstrated gains in both the KWL and SQ3R reading comprehension scores for the experimental group. The demonstration gains analysis of the data shows the KWL reading strategy with an increase in reading comprehension scores of the ELL students by an average mean of 16.53 points (SD = 9.63). Meanwhile, the SQ3R reading strategy gain analysis shows an increase in reading comprehension scores of the ELL students by an average mean of 14.08 points (SD = 4.82). Implications of the results emphasized that this study could impact positively, helping ELLs and diverse children struggling with reading comprehension. The recommendation for this study is for federal, state, and local school districts to examine the study results to help increase reading comprehension 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.]