**8. Conclusions**

Overall, supplementing regular instruction with Read Like Me successfully accelerated the reading development of the second grader involved in the study. The stacked approach increased the student's word recognition automaticity, reading prosody, decoding skills, word knowledge, and reading comprehension. Although this study cannot be generalized, the results sugges<sup>t</sup> that this may be a viable option for teachers or interventionists working with students who find reading difficult.

**Author Contributions:** Conceptualization, C.Y. and J.M.; methodology, C.Y.; validation, C.Y. and S.L.; formal analysis, C.Y. and S.L.; investigation, C.Y., S.L., and J.M.; resources, C.Y. and S.L.; data curation, S.L.; writing—original draft preparation, C.Y., S.L. and J.M.; writing—review and editing, C.Y., S.L. and J.M.; supervision, C.Y.; project administration, C.Y. and S.L.; funding acquisition, C.Y. and S.L. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research was funded by EURECA Center at Sam Houston State University, gran<sup>t</sup> number 29021.

**Acknowledgments:** We'd like to thank the participant, his family, and his teacher. We appreciate your willingness to try out a new intervention.

**Conflicts of Interest:** The authors declare no conflict of interest.
