The study aimed at exploring reading acquisition in Arabic from the perspective of a newly-literate adult native speaker, seeking to improve her reading ability and recite the Quran. Drawing mainly on a participatory cognitive schematic-interactive approach, and accounting for a literacy social view, the study's construct allowed the investigation of the Arabic reading process, and enabled the participant to make significant progress at reading comprehension. In contrast, improvement in fluency was insignificant in general texts but flawless in reciting the Quran. The participant was also able to gain ownership of her experience, express her needs, and choices, and indicate the liberating effect of acquiring ICTs for advancing general learning and autonomy. Likewise, Modern Standard Arabic is revealed to be the variety of choice for learning rather than the vernacular. Overall, success in improving Arabic reading ability for low-literacy learners is indicated to be interconnected with wider social, economic and educational policies.