The ability to read adequately is one of the most important skills for students to achieve during their school career. Unfortunately, a large number of children do not have adequate reading skills and thus may face problems in many respects throughout their lives. Children with learning disabilities (LD) and behavioral problems are particularly prone to fall into this category and may additionally experience a general lack of motivation to learn. In the context of improving reading skills, fostering lexical and sublexical reading has proven successful. This single-case study (N = 5) investigated the effect of using a motivating intervention consisting of a (sub)lexical patterns training in combination with reading racetracks for the automation of common German sublexical patterns to improve the reading of trained and untrained words. The intervention, which was carried out three times a week for 20 minutes each over a period of five weeks, showed promising results, also in the follow-up measurements, including medium to strong effects on training words and small to strong effects on transfer words. These findings offer preliminary evidence of how to combine reading racetracks to create transfer effects in reading for low-achieving primary school students with severe learning and behavioral issues.