The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A pre-post design was used to examine the effectiveness of the phonological awareness intervention program on cognitive and metacognitive EFL reading comprehension of the target students. Findings from this study indicated the effectiveness of the a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities On the basis of the findings, the study advocated for the effectiveness of of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities.