This dissertation investigated the current experiences of school-age English Language Learners (ELLs) placed in English reading interventions, having never learned to read in Spanish, their first language. Research on ELLs receiving literacy interventions, from a meaning-based, socio-cultural perspective, hasn't been sufficiently addressed in the existing literature. Therefore, a basic interpretive qualitative design, using ethnographic procedures, was used to examine the lived experiences of the real-world social phenomenon that is reading interventions. Results of this investigation demonstrate behaviorist pedagogical practices are still in use, as demonstrated by all the reading interventionalist in this study, even though constructivist pedagogy is the current orientation towards literacy development and second language acquisition. Patterns emerged that revealed ELLs participated in nonauthentic tasks and that they internalized their interventionalist's approach. All the participants were impacted by their high-affective filters and the inconsistent collaborative practices at their schools along with their school's mismatched linguistic diversity values. Possible implications for current instruction and interventions with similar students are provided. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]