This study investigated the efficacy of Reading Recovery[R] (RR) with first grade English language learners (ELLs) in U.S. schools by examining the literacy outcomes of ELLs compared with their native English-speaking (NES) peers, who were also enrolled in RR. We also explored how ELLs' fall oral English proficiency levels were related to their spring literacy levels. Pre- and post-test measures included tests of text reading and phonemic awareness, because text reading is the broadest measure of reading ability and phonemic awareness is an important aspect of reading and oral English proficiency. Results indicated that 76.42% of NES and 69% of ELLs who had a complete program of intervention successfully achieved grade-level performance. These differences were statistically significant but the effect size was small. Overall, the differences between RR NESs and RR ELLs are not sufficient, when they exist, to warrant excluding ELL students from the RR intervention. In schools where students do not have access to bilingual education, Reading Recovery is an appropriate addition to the range of best-practice services available to ELLs. (Contains 8 tables.)