This case study describes a year-long, tutorial intervention with a disfluent eighth-grade reader. Focused instruction, including guided reading at the appropriate instructional level (4th grade), repeated readings, and home tape-recorder readings, led the student to improve his reading rate by 33% (75 wpm to 100 wpm). Formative and summative evidence is provided, along with both pedagogical and process-related explanations for the intervention's success. Finally, the student's improvement is contextualized in the reality of him entering ninth-grade reading at a fourth-grade level. (Contains 4 tables and 3 figures.)