Response to Intervention by a Child with a Severe Reading Disability – A Case STudy by Elizabeth Legere and Lydia Conca. Teaching Exceptional Children, Vol 43, No. 1. This article is about how a Response to Intervention model was used with a 10-year old , 4th grade boy who was a non-reader. The student, Mike, was a likeable student who had an average receptive vocabulary but could not decode or read texts beyond a beginning first grade level. He was classified with a specific learning disability in reading with attention deficit disorder. He had been receiving speech language services since age 3. He was born with a portion of his right cerebellar hemisphere missing due to a condition in utero. Mike’s individualized reading program included 1:1 phonememic awareness, phonics and decoding instruction 5 days a week for 30 minutes with his special education teacher. He also had 1:1 practice with spelling from his paraprofessional for 15 minutes 5 days a week. He had fluency instruction in a very small group 2 days a week with either his teacher or a paraprofessional. He had group work play with his special education teacher for 30 minutes two days a week. He also had 30 minutes of week of literacy instruction from a regular classroom teacher. Instruction focused on intense vowel instruction both in isolation and within words (using distactor words). Decoding was taught with word families and rhymes such as used in the Merrill Linguistic Reading Program(Wilson and Rudolph, 1980). Connected text which used the words he learned was used to build fluency and give practice. Repeated reading was used either alone or with a partner. The spelling ocmponent used was Spelling Words for Writing (Forest and Sitton, 1994) which has students copy and unscramble high frequency words. After a year, he was working at a beginning 2nd grade level but was making gains in all areas.