Students with learning and behavioral problems often face enormous barriers to successful school performance. When the language of instruction is not the students' first language and they are already in secondary school, this is compounded by additional challenges, especially with regard to vocabulary and reading -- subjects that are fundamental to obtaining equal educational opportunities. In addition, difficulties in the language of instruction are often accompanied by declining student motivation. Direct word recognition and vocabulary acquisition are of great importance in language learning contexts. To address these areas, multimodal intervention approaches have proven useful. For this reason, a multimodal storytelling intervention was developed to help this group of students, in particular, to improve significantly in the aforementioned areas. Specifically, a multiple-baseline design across participants (N = 4) was applied to train the sight-word reading and vocabulary of adolescent students with learning and behavioral problems who spoke German as a second language. The training occurred three times a week over a period of five weeks. Results were promising for both variables in a short period of time, suggesting that the storytelling intervention in this form is an appropriate tool for teaching second-language German.