The purpose of this study was to determine the effects of self-monitoring training on the motivation of elementary school students with dyslexia. This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. 32 students with dyslexia (2nd to 5th grades) were chosen and divided into two groups: experimental (n = 16) and control (n = 16) randomly. The experimental group divided into two groups of eight students and had self-monitoring training for ten 60-minute sessions, twice a week. A post-test was administered after the training for the two groups and a follow-up was conducted two months after the post-test for experimental groups. The result showed that the self-monitoring training increased the achievement motivation of children in the experimental group; this finding was also observed at follow-up (p < 0.001). Since dyslexia is one of the most common disorders among school-age children, providing early interventions, training, and applying appropriate pedagogical strategies are critical to their education. Self-monitoring as a therapeutic method could be an effective strategy to increase motivation in these students.