Background and Purpose: One of the most common learning disorders in students is dyslexia that caused many negative consequences. The present study is conducted with the aim of compare motivation to reading, self –concept of reading, and attitudes toward reading in students with and without dyslexia.

Method: In terms of methodology, this research design is a sectional- analytical study. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014. 108 of students (54 subjects without dyslexia and 54 subjects with dyslexia) were selected with convenience sampling. To collect of data, Official Reading and Dyslexia Test (ORDT), and the Motivations for Reading Questionnaire (MRQ), Reading Self-concept, and Attitude toward Reading were used.

Results: The finding of Multivariate analysis of variance (MANOVA) showed that there are significant differences between children with and without dyslexia in at least one of the dependent variables (p<0/001). The results showed that the mean scores of children with dyslexia in all components of reading motivation, self-concept, and attitude are significantly lower than children without dyslexia (p<0/001).

Conclusion: The findings showed that educational problems of dyslexic students have a negative impact on their psychological aspects that need to be considered.