This paper reports on a study that investigated the efficacy of a reading intervention designed specifically for students with Attention Deficit Hyperactivity Disorder (ADHD). Research into the possible efficacy of the intervention commenced with a pilot study in one state primary school, followed by a main study in two state primary schools and one state high school. A case study method was used with a multiple-case and pre-test-post-test design. The study compared post-test data with baseline data gathered to identify the students' level of reading achievement; frequency and effectiveness of strategy use; students' attitude to reading and motivation to read; and attributional beliefs about reading success and failure. The results of the study indicated that most students' reading achieve-ment improved in all areas evaluated and that students' attitude towards reading and their motivation to read improved. As well, students' attributional beliefs changed with data indicating that students felt an increased sense of control over their reading achievement.