This study investigated the relationship of English language proficiency on reading growth in a population of 3rd grade students. Data were collected from the English Language Proficiency Assessment 21 (ELPA 21) as well as the Independent Reading Leveled Assessment (IRLA). A one-way analysis of variance indicated that students in the lowest language proficiency made significantly less growth than students in the other language categories. A secondary qualitative study investigated the contributing factors for students who had above average growth in literacy skills. The data from the qualitative study suggested that time spent reading and teacher influence have an impact on reading gains.