A study investigated the efficacy of using the Language Experience Approach (LEA) with a 15-year-old special education fifth-grade rural black student who did not seem to benefit from traditional skills training procedures. The subject was reading below the first grade level and was a sole survivor of two parallel single-subject design studies. Miscue analysis indicated the subject was a nonreader. Subject-dictated stories were typed and used as subsequent reading materials. The first time the subject read his stories, a miscue analysis was performed to establish a baseline performance. The procedure was repeated one day and about one month later to determine progress. Both quantitative and qualitative statistical analyses were performed. Results indicated significant changes between the pre- and post-treatment criterion measures. Specifically, the subject made fewer omissions and fewer meaningless substitutions. Reading speed and fluency also improved. Findings suggest that a combination of LEA and miscue analysis appears to be a promising strategy for helping adolescent nonreaders in the rural black school environment to learn to read and write. (Five tables and four figures of data are included.) (RS)