Dyslexia is a common presenting condition in clinic and educational settings. Unlike the
homogenous groups used in randomised trials, educators typically manage children who
have multiple developmental problems. Investigations are required into how these
complex cases respond to treatment identified as efficacious by controlled trials. This
study reports on a sub-lexical intervention in a student with dyslexia and Asperger’s
Disorder. Substantial and clinically significant gains were obtained on multiple measures
of phonological decoding skill and irregular-word reading. The improvements in wordlevel
skills were accompanied by moderate improvements in text-reading accuracy and
reading comprehension. Results are discussed in the context of single-case methodology
and the implications for practice and future research are discussed.