This study investigated the effects of two instructional components, literature logs and instructional conversations, on the story comprehension and thematic understanding of English-as-a-Second-Language (ESL) learners. Subjects were 5 teachers and 116 fourth- and fifth-grade students; slightly over half were ESL learners in their first or second year of English language arts. The five teachers had completed training in literature log use and instructional conversation. Students were randomly assigned to one of four groups: literature log only; instructional conversations only; literature logs plus instructional conversations; and control. Posttests found significant differences among treatment groups. Student in the literature logs group and literature logs plus instructional conversations groups scored significantly higher than the control group on story comprehension. Students in all three treatment groups were significantly more likely to show understanding of the story themes than the control group. Combined effects of literature logs and instructional conversations on students' essays about a story theme varied by language proficiency: for limited-English-proficient students, the combined effects were greater than for either treatment alone. For fluent English-proficient students, combined effects were not significantly greater. (Contains 39 references.) (MSE)