Elements of ethnographic, qualitative, and quantitative research methodology were combined in this case study of a bilingual Chinese- English adolescent involved in an individualized reading program (IRP). Midway through the subject's fifth grade in U.S.A. school, the IRP was implemented by his parent, who also acted in the role of tutor. Pre- and post -IRP quantitative comparisons indicated that reading proficiency improved from below-level to appropriate age group level. Attitudes toward recreational reading also improved.
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