Background & Purpose: Learning disabilities are the most important reason for poor academic performance, and approximately six percent of students are identified as having specific learning disabilities. During 1991 to 2000, the number of students identified as having learning disability has increased about 28.5 percent. Given to the importance of early prevention and intervention in this disorder, present study aimed to investigate the efficacy of reading comprehension strategy training (bilateral training) on reading achievement among students with dyslexia.

Method: Current research was a quasi-experimental study with pretest-posttest and control group design. Study sample consisted of 30 elementary students with dyslexia who were studying in schools of Rasht in 2014-2015 academic year and received therapeutic and educational services from learning disability centers were selected using simple random sampling method and randomly assigned to experimental and control groups. Experimental group received eight 45-minute sessions of reading comprehension strategy training, while control group received no training.

Results: The results of multivariate analysis of covariance showed that experimental group gained significantly higher scores in reading achievement in posttest (p < 0.01).

Conclusion: Reading comprehension strategy training can be administered as an effective training program in the treatment of reading problems in students with dyslexia.