Evidence-based reading intervention for a struggling beginner: Outcomes and insights from a one-on-one case study

This case study examines a 12-week individualized reading intervention for a first-grade student exhibiting persistent challenges in word recognition, decoding, comprehension, and fluency. Grounded in Science of Reading, the intervention incorporated explicit instruction in high-frequency words, phonics, and comprehension strategies, alongside affective supports designed to strengthen confidence, engagement, and self-efficacy. Instruction was closely aligned with diagnostic assessments and adapted throughout the intervention to address emerging needs. Pre- and post-intervention data from the Qualitative Reading Inventory (QRI), Woodcock Reading Mastery Test (WRMT), and Peabody Picture Vocabulary Test (PPVT) indicated measurable gains in decoding accuracy, oral reading fluency, and comprehension, with progress documented at the pre-primer level. Qualitative observations further revealed increased task persistence, metacognitive strategy use, and a more positive literacy identity. Together, these findings underscore the value of integrated cognitive-affective approaches that combine explicit skill instruction with motivational supports. The study contributes to early literacy intervention research by demonstrating how theory-driven, diagnostic-to-instruction models can promote meaningful growth in young struggling readers.