A computerized program, Headsprout, was investigated as an intervention for beginning reading instruction with 3 students identified with Attention-Deficit/Hyperactivity Disorder (ADHD). A multiple-baseline design, across subjects, was implemented to investigate the program's effects on oral reading fluency and task engagement. Results of the investigation suggest the program was effective in improving both outcomes, as compared with teacher-directed instruction. These results are discussed in terms of the potential costs and benefits of computerized academic interventions for children with ADHD. (Contains 1 table, 1 figure and 1 footnote.)