This article describes a year-long reading intervention with a first-grade English-learner who began the year as a non-reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re-reading, word study, and teacher-guided reading with carefully matched texts, within the context of English language and vocabulary development. Intervention instruction facilitated this young English learner's grade-level achievement by the end of the school year. Intervention strategies, intensity, and the student's progress are described.