A study focused on designing and implementing a reading program based on modified Reading Recovery programs. The student selected to be worked with made excellent gains and was the second strongest reader of all students observed in the study. Without question, the student functioned at a level equal to the middle of the class and her learning rate had been accelerated. Results indicated that thoughtful interventions make a difference. Scaffolding strategies included metacognition, appropriate difficulty level, and shared reading with support being gradually decreased. Metacognition helped catch confusions or learning needs early and helped eliminate the need to unlearn or untangle incorrect generalizations. Two student behaviors that signaled a need for metacognition were when a new desired reading behavior was displayed or when the student self-corrected. The aim was to optimize learning time by maintaining a tension that fluctuated between an achievable challenge and a return to a comfortable, easy level. The greater the amount of time spent working with the student, the more progress was made. The researcher noticed that gains seemed to build more quickly when sessions were closer together. Findings support the following assertions: (1) planning must include both short and long term considerations and be based on the on-going performance of the student; and (2) critical elements of the lesson may change at different stages for different students. (Contains seven tables of data; eight appendixes of research materials are attached.) (TB)