This article systematically reviews research on elementary reading programs for English language learners and other language-minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language development in both native-language and English instruction. Tutoring programs were also supported. For upper-elementary reading, research supported a broad range of programs, but particularly effective were programs using cooperative learning, extensive vocabulary instruction, and literature. (Contains 2 tables.)