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The study aimed at identifying the effectiveness of Orton-Gillingham Method compared to the conventional method in teaching reading to Saudi’s children who suffer from dyslexia in terms of number of words correctly read, speed of reading, reading comprehension, word spelling, phonemic awareness and reverse number remembrance. The researcher adopted the quasi-experimental method. The study’s sample included 40 dyslexic children in the primary schools for boys in Saudi Arabia who were divided into a control group (20 children) and an experimental group (20 children). Diagnostic pretest was conducted for both groups using The Dyslexia Tests, standardized by Almahrej (2015). The researcher then subjected the experimental group to the training program (preparation of the researcher) according to the Orton-Gellingham method, then post-test results were obtained for the two groups to verify the effectiveness of the program. Statistically significant differences were detected for the effect of Orton-Gillingham Method on the number of words correctly read, reading comprehension, word spelling, and phonemic compared to the conventional method used with dyslexic children. No statistically significant differences were found for the effect on the speed and reverse number remembrance of reading compared to the conventional method used by dyslexic children. [ABSTRACT FROM AUTHOR]