The purpose of this study was to examine the profiles of nonresponders among native Chinese-speaking students struggling in English reading before and after an intensive intervention in phonological awareness as well as letter knowledge. Struggling English learners (n = 72) were screened from 668 Grade 4 students based on their English word recognition, school English examinations, and nominations by teachers. About 43% of struggling readers were remediated in decoding skills after the intervention. Nonresponders were profiled on both phonological and orthographic processing skills in their first and second languages. More than 76% of nonresponders showed deficits in English rapid letter naming, letter sound knowledge and English orthographic image. Nonresponders also had deficits in Chinese phonological memory and rapid digit naming. Rapid letter naming made the most contribution to word reading after intervention and letter sound knowledge was the only significant predictor in 1-year follow-up word reading. The findings suggest that Chinese poor English learners have difficulties in both phonological and orthographic processing in English reading. Educational implications are discussed using the triangle model.