This paper presents an evaluation of two reading methods, phonics-based instruction and whole language learning, for English Language Learners (ELLs) and discusses the learning theories, behaviorism and constructivism that are associated with each method, respectively. The study took place in a K-12 international school, with 110 Grade 1 subjects and 83 Grade 2 students. The author's earlier preliminary investigation of ELL reading teaching methods in the same international school, during the previous year, prompted this paper's follow-up analysis. At issue was a significant decrease in reading achievement of Grade 2 classes after changing the Grade 1 reading curriculum from a phonics-based approach to one of whole language learning. In the year following the whole language in reading classes, the phonics program returned. For purposes of this study, three Grade 1 classes were observed to observe reading achievement based on the different reading methods, including comparisons of whole language with two intensities of phonics instruction. The measurement of reading performance included standardized tests for reading achievement. Statistical analysis used t-tests and one-way ANOVA. The study found that students in Grade 1 profited significantly from having intensive phonics-based instruction as a major part of the reading program. Also, Grade 2 students with accommodating teaching methods in the early years of schooling can make important gains after significant setbacks.