INTRODUCTION: In recent decades, different studies have shown the effectiveness of intervention programs that incorporate multiple components to optimize the results of the interventions. However, the analysis of the effectiveness of multicomponent programs in Spanish is relatively scarce. Therefore, the main objective of the present study was to analyze the effectiveness of a multicomponent program (i.e., phonological-based training with visual letter support, Reading fluency training, and motivational strategies) on Reading skills and Reading motivation in Spanish children with dyslexia. MATERIALS AND METHODS: Twenty-four children with dyslexia between 9 and 12 years of age participated. Support teachers individually applied the multicomponent program for 20 weeks at a rate of three weekly sessions of about 40-50 minutes. Different measures of word, pseudo-word, text and comprehension reading, as well as Reading motivation indicators were taken. RESULTS: The results of the comparison between pretreatment and post-treatment phase scores indicate that students with dyslexia increased their performance on Reading measures (e.g., word-reading efficiency, pseudowords, text reading speed and accuracy index, reading comprehension), as well as on reading motivation measures (e.g., reading self-concept, reading value, and reading engagement). DISCUSSION: Results are discussed with respect to effective interventions for students with dyslexia. Reflections on the limitations of the study provide a basis for recommending future lines of research.