This dissertation investigates the impact of cross-modal binding on word reading skills among English Language Learners (ELLs). Using Baddeley's updated working memory model, which includes the Episodic Buffer, this study examines how the ability to bind visual and phonological information in memory influences the reading development of ELL students. The study sample consists of 47 Spanish speaking students in grades three through six from an urban school district in the Northeast United States. A multiple linear regression analysis was conducted to explore the relationship between cross-modal binding and word reading skills, independent of language proficiency and phonological awareness. Key findings indicate that cross-modal binding is a significant predictor of reading skills, suggesting that multi-modal integrative functions in memory are an important aspect of reading acquisition for ELL students. Limitations to the study include the specificity of the sample and cross-sectional design, which may impact the generalizability of the findings. The results have implications for educational assessment and instructional strategies to support ELL students as they learn to read in English. The findings extend the understanding of the role of the Episodic Buffer and cross-modal binding in reading to improve reading outcomes for language minority students. [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.]