Hypotheses. The key hypotheses of the intervention component seek to identify the factors associated with response to therapy for severe LD relative to pre-therapy functioning. We hypothesize that (a) overall improvement in reading will be related to pre-therapy academic skills, attention, and executive functioning; (b) inclusion of a metacognitive component in the therapy will provide carry-over effects, improving other academic skills; and (c) the gamification of the learning tool will result in robust technology usage, with a dose-response relationship between time spent on task and improvement in skills trained (and measured) via game play.