This paper introduces the Romanian adaptation of the Word Building Intervention (McCandliss et al., 2003), procedure which focuses on developing the reading decoding skills of poor readers. Until now, this intervention has been used only with American children. The aim of the first study was to adapt and create specific features of the program and to extend its application field to ADHD+RD children. The objective of the second study was to assess the efficiency of the program using a phonemic awareness test, appropriate for elementary school population (1st and 2nd year). All the children included in the program have reached a higher level of reading skills, in all the areas we measured, but the progress was more significant for the ADHD+RD children compared to the one obtained by the RD children.
Keywords: decoding skills, ADHD, reading disabilities, reading intervention programs