The positive effects of bi-modal input on language learning are becoming a largely accepted experimental finding. However, experiments looking at bi-modal reading in a foreign language are normally limited by the common experimental situation of classroom-based researchers studying university age participants for the limited timespan of a university semester. In this experiment we examined the effects of a seven-month, daily, bi-modal reading programme with a single adult participant. Both quantitative data, of regular measurements of reading speed, and qualitative data, of the subjective experiences of the participant, were collected. Results showed a slow but steady increase in reading speed of approximately 40%, and the participant reported feelings of reading improvement in a variety of measures. The experiment is discussed in relation to the possible benefits of bi-modal reading, especially for adult second-script learners, and a theoretical integration of visual and auditory processing of language input enabling independent mono-modal reading.