This case study examined the effects of a parent-presented Direct Instruction decoding program on the reading and language skills of a child with high functioning Autism Spectrum Disorder. Following the 23 hour intervention, reading comprehension, listening comprehension and fluency skills improved to grade level, whilst statistically significant improvements were also noted in receptive language skills. There were no significant changes in phonological and decoding skills for which various possibilities are explored, including the student's prior double deficit in phonological skills. The findings are consistent with research suggesting that increased intervention intensity, along with greater emphasis on phonological skills may be necessary to advance the decoding skills of children displaying a double deficit. The reading and language outcomes were sufficiently promising to warrant further studies employing methodologically sound group designs with this population. (Contains 5 tables.)