The aim of this study was to improve the reading and writing performance and reading motivation of a third grade primary school student who does not have any cognitive or physical disabilities. In the study conducted by the action research method, one of the qualitative research methods, the student's reading and writing performance and reading motivation were evaluated by scales. While fluent reading strategies were used to improve the student's reading performance, the strategy of identifying the main idea at the sentence level was used to improve his reading comprehension skills. On the other hand, the programmed instruction approach was adopted to improve the student's writing skills. At the end of the study, there was an improvement in the student's word recognition level, reading speed, comprehension percentage and reading motivation. While planning support programs for students with reading and writing problems, it is recommended that it is necessary to decide whether to develop both skills together or only one skill by considering the intensity of the students' needs and that reading books prepared for students should consist of stories short enough to end in one reading.