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The aim of the current research was to investigate the efficacy of phoneme plays on reading performance of dyslexic boy students. The method was experimental and pre-test/post-test, with control group design was used. The statistical population for this study included all the dyslectic third grade primary boy students of the city of Isfahan. To carry out this project, 30 boy students with dyslexia were selected using multi-stage random sampling and then were randomly divided into the two groups of experiment and control groups. The tools used were Reading and Dyslexia Test (Nouri & Mordi, 2005/1384s. c.) and Ravens Children Progressive Matrices Test (Raven,) the data than analized using analysis covariance statistical method. Finding indicated were that there is significant difference between reading performance of the experimental and the control group (P< 0.01). Subsequently, it can be concluded that phonemic plays can effectively improve reading performance in students with dyslexia and can be used as an educational and therapeutic method.