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This capstone focuses on the reading interests of Hispanic intermediate ELLs living in New York City and asks the question: What type of content and text would be used in writing a book that would engage and motivate an intermediate Hispanic ELL living in New York City to read independently? Elley and Mangubhai (1983) examined the importance of providing high interest, engaging reading for ELLs to benefit the acquisition of the target language. Meltzer and Hammon (2005) and O'Brian (1998) state that engaged readers comprehend texts because they have the skills to decode and make meaning of the words. The researcher of this study conducted two focus group sessions with Hispanic adolescent intermediate ELLs living in New York City to gather data on their values, reading interests in English and Spanish, feedback on a published piece of culturally and personally relevant literature, and feedback on a modified version of the same text. The data revealed that the participants were most engaged and motivated to read the modified version of the text. The importance of providing more books that meets the cultural, personal, and textual needs of adolescent urban ELLs is discussed.