The purpose of this quasi-experimental study was to examine if there is a significant difference in oral reading fluency and retell of third through sixth grade EL students taught using mobile devices versus no mobile devices when adjusted for pretest scores. The study examined the effect of mobile device use for ELs receiving reading intervention compared with their peers receiving traditional instruction aimed to determine success on Arizona's language and reading achievement assessments. The target population sample was 80 third through sixth grade EL students. The population from which the sample was drawn was within a single elementary school. Specifically, 11 prearranged third through sixth grade classrooms were selected. The treatment group used mobile devices and the comparison group used traditional instructional methods for grade levels that participated in DIBELS, a measurement used for oral reading fluency and retell. Using a power analysis setting power at 0.80, an alpha level at 0.05, and effect size at 0.8, a one-way ANCOVA determined only statistically significant results in oral reading fluency among the treatment group compared to the comparison group. [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.]