Certain interventions that ameliorate impairments in reading and attention disorders operate on the physiological level and, therefore, lend themselves to technology-based applications. This study investigates the effects of Dance Dance Revolution (DDR)—a consumer-oriented, multimedia game—on the reading disorders of sixth-grade students with ADHD. It was hypothesized that by matching movements to visual and rhythmic auditory cues, DDR may strengthen neural networks involved in reading and attention and thereby improve student outcomes. Sixty-two students, randomly assigned to treatment and control groups, participated in the test-retest study using the Process Assessment of the Learner: Testing Battery for Reading and Writing as a measure of reading impairment. The results suggest that the treatment may have had an effect on participants’ ability to perform on the Receptive Coding subtest. Furthermore, the results suggest a positive relationship between the number of treatment sessions a student completed and gains made on Receptive Coding and Finger Sense Recognition subtests.