The purpose of the study was to assess the effectiveness of a flash card intervention for fluency in basic math facts. The rate of recall of addition facts was assessed for an, 8-year-old third grader who had ADHD. The tutoring program involved a structured flashcard drill with systematic reinforcement. A scaffold was built in to the intervention to aid him in generalizing from oral responding to written responding; he was taught to whisper the facts to himself as he wrote them down. Fluency of recall was assessed weekly, and data were analyzed across all phases of the study. The student showed definite gains in recall during the intervention phase. (Contains 1 figure.)