Background and purpose: Students with dyslexia have a poor performance in reading tasks and this deficient negatively affect their academic achievement and daily activities, which require reading skills. Present study aimed to examine the effectiveness of self-reinforcement training on improvement of reading performance among students with dyslexia.

Method: Current research was a quasi-experimental study with pretest/posttest and control group design. Sample consisted of 30 third and fourth graders with dyslexia that were selected using random sampling method when they referred to centers for learning disabilities in Tabriz. Participants randomly assigned to experimental and control groups. Data were collected using Wechsler Intelligence Test, NAMA Test for Reading, and Reading Dificulty Checklist. Experimental group received an eight-session self-reinforcement training intervention (2/wk).

Results: Results of covariance analysis showed a significant improvement in phonic deletion disorder (F= 1736.83, p < 0.01; effect size= 0.98) and word chain disorder (F= 613.39, p < 0.01; effect size= 0.95) in experimental group; while control group showed no significant improvement in reading skills.

Conclusion: Self-reinforcement training has a significant positive influence on improvement of word chain and phonic deletion disorders. It seems that self-reinforcement increases students’ self-confidence, self-belief, and sense of competence through making him/ her believe that his/her efforts are not abortive and will lead to reward.