**Abstract**

This chapter focuses on a reading, writing and spelling programme based on Luria's theories of automaticity, which uses repetitive paired reading and phonological referencing to develop fluency in reading, writing and spelling. All materials used in programme implementation are electronic and are currently delivered using email and cellphone technologies. The results have been promising, and the programme has a number of therapists, teachers, tutors parents and institutional users, both in South Africa and its neighbouring territories, as well as in the United Kingdom. Programme usage is supported via electronic manuals as well as an eightmodule training course based on use of multimedia including email, cellphone and use of computer-based electronic material. The first half of the chapter describes the theoretical basis of the programme, and the methods used in its implementation. The second half focuses on the modular training course and its aims, and the centre-periphery model of development and evaluation used in disseminating the programme. The dissemination model is both evidence-based and interactive in its emphasis on assessment and evaluation and will increasingly involve the use of interactive website-based technologies as the programme grows in scale.

**Keywords:** reading fluency, writing and spelling fluency, phonological referencing, phonological recoding, automaticity, learning disabilities, centre-periphery dissemination, multimedia
