Introduction: Many studies that have developed medical and training program have done using different strategies to develop the reading comprehension of students with learning disabilities, but there's a dearth of studies that, within the limits of the researcher's knowledge, tend to develop training programs using language games to enhance the reading comprehension of students with learning disabilities, despite the importance of using language games in developing the reading comprehension of students with learning disabilities, this reflects positively on their academic success on the one hand and their psychological and social compatibility on the other and so came the current study idea. Problem: The problem of the study is to determine how effective a training program using language games can be in developing reading comprehension in elementary school students with learning disabilities. Because of the rarity of studies that have tended to use language games as a strategy in their training programs – As far as I'm concerned. Aims: The main aim of this study is to develop reading comprehension using a program based on language games for students with learning disabilities at the primary stage elementary. Importance: Enhancing reading comprehension in elementary stage students through language games strategies will help to reduce the negative effects of learning disabilities. Hypothesis: 1- There are statistically significant differences between the mean scores of the experimental group in pre and post test of reading comprehension, in favor of the post one. 2- There are statistically significant differences between the mean scores of the experimental and control groups in post-test of the reading comprehension, in favor of experimental group. 3- There are no statistically significant differences between the mean scores of the experimental group in the post and follow up test of reading comprehension, Tools: 1- Mental Ability test (9-11), by Farouk Abdul-Fatah, 1989. 2- Quick Neurological screening test (QNST) to determine and find out students with learning disabilities, by Abdul Wahaab Kamel, 1999. 3- Reading comprehension test, by researcher. 4- Training program, by the researcher. Sample: Participants were 20, 5th graders, raning in age from 10-11. they were divided into two matched groups; experimental (n=10), and control (n=7). Statistical Methods: 1- Mann-Whitney (U) test. 2- Wilcoxon (w) test. Results: 1- There are statistically significant differences between the averages of trail group score grades on both pre and post measures of reading comprehension skills (total score and all dimensions) at level (0.01) for dimension. 2- There are statistically significant differences between the mean of the experimental and control group score grades in the telemetry of reading comprehension skills (total score and all dimensional) at level (0.01) for the trial group. 3- There are no statistically significant differences between the mean of the dimensional and sequential score grades of the trail group students in reading comprehension skills.