The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old pre-kindergarten (ELL) children. Method: Four Tagalog-English speaking pre-kindergarten children with no history of speech, language, and hearing difficulties participated in the study. Each child listened to one expressive and one inexpressive recording of two similar themed stories. Story comprehension was assessed through 12 cued recall questions. Three of the four children scored better on the cued recall for the expressive readings compared to the inexpressive readings of stories. The effect, however, was not statistically significant. Expressive readings facilitate comprehension of storybooks by prekindergarten (ELL) children. These findings are consistent with previous research by Mira & Schwanenflugel (2013) demonstrating expressive readings result in better comprehension of storybooks by prekindergarten monolingual children. A larger and more varied sample size is needed to determine whether expressive readings can be used as a future intervention in preschool classrooms.