A case study was conducted in which two subjects (a ten-year-old boy and an eleven-year-old girl) classified as neurologically impaired received instruction in identifying familiar syllables within words. The object of this approach was to direct the subjects' attention to familiar letter clusters, thus facilitating word identification. Individual tutoring in this technique took place three times a week for a 16-week period. The subjects responded well, learning to rely on structural cues. The findings suggest that the technique could be valuable as part of a reading instructional program for learning disabled students. (Author/FL)