We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n = 22; mean age = 122.9 months) to a control group (n = 22; mean age = 124.65 months). The training program focused on two domains: phonological awareness and print knowledge. The results showed that the experimental group performed better in the post and follow-up assessments than in the baseline assessment on phonological awareness, reading accuracy, and comprehension. We discuss findings indicating the positive impact of phonological awareness and print knowledge on reading development in terms of decoding and comprehension abilities.