Problem Statements: It is a fact that there are individual differences ineducation and it would be wrong to expect every individual to learn at thesame speed. Certain individuals have difficulty in some subjects such asreading, writing and mathematics, yet the most common such problem isdifficulty in reading. Particularly, the students who fall behind others inearly reading-writing periods have hardships in coding, interpretationand word acquisition. These failures often result in low motivation tolearn and decreased self-esteem, and this, in turn, prevents them frommaking satisfactory use of educational services. For these reasons, thisstudy focuses on the elimination of reading disabilities.Purpose of the study: The aim of this study is to investigate the effects ofrepetitive reading and preview-question-read-summarize (PQRS)strategies on the elimination of reading and comprehension problems of a3rd grader.Method: This study, which focuses on the identification of reading andcomprehension problems and the elimination of such problems, can beclassified as an action research. On the other hand, it is also a case study as itinvestigates in detail the reasons for the problems in reading andcomprehension that only one subject is having. Findings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level.Conclusions and Recommendations: The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years.The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians.Key Words: Reading disability, reading errors, action research, motivation