摘要：The purpose of this study was to determine if there are statistically significant differences in academic achievement and self-esteem of students with reading disability. The research design should be experimental method. This design should be pretest and posttest as a check on the degree of comparability of the control and experimental groups before and after the intervention program. The results of these study show that the mean scores for the post- test are higher than the pre- test for all past time forms. The group paired-samples t-test result show significant difference between pretest and post test scores in the two past time forms, which are the self-esteem, and academic achievement in the experimental group, but for control group the paired-samples t-test result show no significant difference between pretest and post test scores in the two past time forms, which are the self-esteem, and academic achievement. Also these researches show the mean scores of female were higher compared to the male. Through the analysis of the t-test, it was identified that there was no significant difference between self-esteem and academic achievement male and female primary school after intervention program. Intervention programs and strategies seeking to go up academic achievement by improving international self-esteem have empirically been found to be fruitless. This study shows that intervention program allows students to get help during the reading problems.
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