A study investigated how second-grade learners, identified as less proficient, continued their literacy learning in a whole language classroom. Subjects, six second-grade Chapter 1 students, were observed during independent reading time twice per week over a period of 8 months. Additional data collection procedures included participant observation, field notes, informal interviews, reading miscue inventories, audio-tape recordings, questionnaires, photographs, and test results. Results indicated that the whole language environment supported each of the unique less proficient learners and facilitated optimum growth in reading and writing. Results also indicated the multiple factors that contributed to the uniqueness of the subjects: (1) early language experiences; (2) family literacy support; (3) metacognitive awareness of reading and writing processes; (4) instructional methods; (5) social process variables; and (6) physical characteristics of the learners. (Two tables of data are included; 28 references are attached.) (RS)