A case study examined the whole-part application of the language experience approach to reading as used for students whose reading development is severely delayed. The subject, a third-grade female student reading on the first-grade level as determined by the Woodcock Reading Mastery Tests-Revised (Woodcock, 1987), participated in a reading remediation program. The method used was the narrative technique and other remediation procedures such as word attack and sight word practice, and oral and silent reading in the SRA series. At the end of 6 months of instruction, the subject's reading level had improved to the grade level of 2.6. These results suggest that the language experience approach could prove to be a viable technique in reading instruction for prereaders, readers, and illiterate adults. The literature on narration provides a systematic format for developing stories that resemble reading texts. The stories can be used to teach story frame and improve semantic, syntactic, and comprehension skills. Applied seatwork can be assigned which strengthens the individual's skills in those areas. As an individual develops more competency in narration, reading ability in inferencing and structure should improve. (Twenty-one references are attached and one figure is included.) (RAE)