The purpose of this study was to determine if the behavioral and learning benefit found from the use of therapy balls as classroom seats in children with attention deficit and hyperactivity disorder (ADHD) (e.g., Schilling, Washington, Billingsley, & Deitz, 2003) generalizes to children with dyslexia who suffer from similar attention problems as children with ADHD (e.g., Germano, Gagliano, & Curatolo, 2010). We found a positive impact of therapy balls on behavior from the independent observers' and teachers' perspectives in two classes. Although there was no significant improvement in reading comprehension or in student self-reports of behavior, most students indicated an improvement in attention and motivation and a preference for their continued use. Results are discussed in terms the importance of evaluating the individual needs of the students when determining whether the therapy balls should be used as a sensory modulation technique in the classroom.