www.ccsenet.org/ass Asian Social Science Vol. 7, No. 3; March 2011 Published by Canadian Center of Science and Education 187 The Effectiveness of the Intervention Program on Reading Fluency and Reading Motivation of Students with Dyslexia Zeinab Mihandoost (Corresponding author) Faculty of Educational Studies, Universiti Putra Malaysia 43400 Serdang, Selangor, Malaysia Tel: 60-1-7310-6894 E-mail: xozns2006@yahoo.com Prof. Habibah Elias Faculty of Educational Studies, Universiti Putra Malaysia 43400 Serdang, Selangor, Malaysia Tel: 60-1-2359-5456 E-mail: hbe@educ.upm.edu.my Prof. Sharifah Nor Faculty of Educational Studies, Universiti Putra Malaysia 43400 Serdang, Selangor, Malaysia Tel: 60-1-9336-5030 E-mail: sharifah@educ.upm.edu.my Dr. Rosnaini Mahmud Faculty of Educational Studies, Universiti Putra Malaysia 43400 Serdang, Selangor, Malaysia Tel: 60-1-7333-4774 E-mail: ros@edu.upm.edu.my Abstract The main purpose of this research is to examine the impact of an intervention program on motivation and reading fluency of dyslexic students. The research is an experimental one. The population included fourth and fifth grade male and female dyslexic students in Ilam, Iran. 64 students were randomly selected using simple random sampling method. The students were equally divided and assigned into a control and an experimental group respectively. The experimental group received the Barton intervention program for three months. The Reading Motivation Scale and Reading Fluency Test were administered for the measurement of motivation and reading fluency pre and post tests. The reliability of the reading motivation and reading fluency was found to be satisfactory. The content validity of the scales was investigated using the judgment of 10 psychology expert. The analysis of the finding through t-test found a significant difference between the control and experimental groups after the intervention program at < .01 Keywords: Intervention program, Reading fluency, Reading motivation, Dyslexia 1. Introduction Dyslexia is evident when accurate and fluent word reading develops very incompletely or with great difficulty. The focus is on literacy learning at the word level, and this implies that the problem is severe and persistent despite appropriate learning opportunities. It provides a basis for a staged process of assessment through teaching. Dyslexia is an unusual type of severe reading disability that has puzzled the educational and medical communities for many years. It is reported in the American Psychiatric Association’s (2000) Diagnostic and Statistical Manual of Mental Disorders (text revision; DSM-IV-TR) that dyslexia affects 4 percent of the population in the United States of America. However, in Iran, there is no precise statistics of dyslexia prevalence. The most important factor in dyslexia is reading downfall; that is, the accuracy and speed of reading that are