Abstract
Reading instruction in the secondary school has generally been viewed as too little, too late. Students with reading difficulties are targeted in the elementary school where much time and resources are spent making sure children learn how to read. But what about those students who fall through the cracks, never learning to read in the elementary school? This case study examines the literacy experience of one such student: James, a 17-year-old, African-American non-reader labeled learning disabled and emotionally disturbed. Working on an individualized reading program suited to his needs and experiences, James was able to make significant gains in reading attitude, perception, motivation, and interest. He began to view himself as a reader. As his story unfolds, literacy educators can gain insights into what struggling readers really need in order to succeed.