The purpose of this study was to investigate the effectiveness and experience of the program for the students with reading difficulties and at-risk for dyslexia. The study participants had very low reading fluency than their peers in the first year and even needed for a diagnosis of dyslexia at the end of the first year. However, through continuous program interventions in fluency, their reading fluency level were reached the target line. Especially, in the third year, one participant had received reading comprehension intervention and had begun to improve. Key factors contributing to the change in the reading fluency are as follows: Read acquisition through modeling, awareness of positive change, dynamics and interest in activity, links to and supports from parents. Based on the research result, some discussions and implications for future research were suggested.