Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that may result in underachievement or academic failure. Consideration is given to: attention deficits and models of reading, ways that attention deficits might affect learning in the elementary classroom, conventional and whole language classrooms, how the reading specialist can support instruction, and assessment of the child with attention deficits. General classroom modifications that are helpful for working with the student with ADD are considered, as are recommendations for oral reading and fluency, vocabulary development, comprehension, and increasing student motivation. A list of information resources for educators, parents, and children is appended, along with a list of parent support groups and organizations. Contains 16 references. (SW)