Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose of this study was to examine the effectiveness of basic reading strategies on reading skills for an adult with cognitive impairments caused by TBI while using formative assessment to inform instructional decision making. The findings suggest that persons with traumatic brain injury resulting in cognitive and memory impairments may have the potential to learn basic reading skills, even years after a TBI has occurred. (Contains 2 tables.)