This study investigated the effects of the Clay Modeling Program on the reading behavior of dyslexic children. The three participants were very poor readers who could not even identify simple words. A pre-test to assess the participants’ ability to read was conducted. The treatment (Clay Modeling Program) was conducted for a period of eight weeks, involving 20 sessions of 75 minutes each, followed by a post-test after the eight-week treatment. The control group did not receive any treatment. The participants’ English teachers were also interviewed before and after the treatment. Results show all three participants were able to read the specified text fluently without hesitation, able to spell the words from the text correctly, and more attentive in class. They were not that passive as before as they were now more responsive towards their teacher; showed signs of increased self-confidence; had the courage to read in front of the class; were more keen and willing to learn. The findings indicate that the Clay Modeling Program has a positive effect on the reading behavior of dyslexic children. If conducted with a larger population, it would further enhance the Malaysian society in achieving one of its visions of having a literate society.