A training program was devised to develop automaticity of one subcomponent of reading--locating and disembedding multiletter units within words. The system involved the use of a training task that was implemented in a microcomputer-based game that required students to detect whether a target unit was presented within words that were shown in rapid succession. The purpose of the task was to increase student monitoring rates without increasing the number of errors made. Subjects participating in the training program were four high school students termed poor readers. Performance records indicate that the training program was successful. Substantial improvements were evident in both student learning rates and performance levels. Maintenance tests designed to measure the stability of the gains in speed conducted regularly after the training had ended yielded positive results. In addition, the students completed a battery of tasks (perceptual unit detection, pseudoword pronunciation, and span of apprehension) to gauge the transfer of training effects to other reading components. These test results showed that the training program enabled students to increase their efficiency in detecting units over a range of conditions. Transfer effects were also found in the pseudoword pronunciation task and on the span of apprehension task. (Materials used in the program are appended.) (FL)