Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word reading program over a period of seven weeks with a second grade student who struggled with basic reading skills. The results indicated that positive gains were made in the student's decoding, word identification, sight-word recognition, and reading comprehension abilities. The findings supported previous research that indicated a balanced intervention approach could be effective at improving basic reading skills.