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This study investigated effects of multi-sensory intervention programme on fluid reading abilities of dyslexic children in primary schools in Anambra State. Specifically, it determined; the mean pretest and posttest achievement of dyslexic children taught reading using LAPH Reading Intervention programme and those taught using the conventional reading method, the mean pretest and posttest achievement of male and female dyslexic children, and the interaction effect of gender and LAPH Reading Intervention programme on their reading achievement. Three null hypothesis were tested at (P≤ 0.05) level of significance. Quasi-experimental Design was adopted. The population of the study was 58,187 pupils from 2,877 public primary schools in Anambra State. Four intact classes were used with one sixty seven children (87 for experimental and 80 for control group). Instruments for data collection were two standardized tests (WIAT-III and WISC-V) and LAPH Reading Intervention Programme. The intervention programme was validated by three experts and in pilot studies. Data was analysed using mean, standard and Analysis of Covariance (ANCOVA).The findings of the study revealed that the two groups had almost the same pretest achievement baseline mean before the reading intervention strategy (Experimental 17.24 ± 5.08 and Control 16.83 ± 3.10), children in Experimental Group had higher mean gain (37.09 ± 4.99) than the control Group (28.64 ± 5.01). Female and male children in the experimental group achieved almost the same with little mean difference 0.82.The Intervention programme and gender have positive interaction in the children’s ability in Reading. In conclusion LAPH reading intervention programme improved dyslexic children’s reading ability. [ABSTRACT FROM AUTHOR]