Automaticity training as a reading intervention for adolescents with attentional disorders

Twenty-three adolescents diagnosed with attentional disorders and reading issues were introduced to an intervention program designed to increase their reading ability through automaticity training on lists of words. For those nine students who completed the eight-week intervention program, substantial improvements were found on word reading, nonword reading, category matching and sentence completion tasks. The high rate of attrition (over 50%) is, however, indicative of the problems associated with attentional issues.