Difficulties in reading present a multifaceted challenge that affects not only students’ achievement but also their affective growth. This research focuses on evaluating the effect of the Drama-Based Reading Support Program (DBRSP), which possesses a multicomponent structure and was developed for primary school students with reading difficulties. To assess the intervention, a quantitative research approach was utilized, specifically adopting a single-group pre-experimental design with pre- and post-test measures. The study group consists of 8 fourth-grade primary school students who do not have any intellectual disabilities or diagnoses but experience reading difficulties, determined by criterion sampling. The Informal Reading Inventory, Reading Motivation Scale, and Reading Attitude Scale were used for data collection. During the implementation process, a 32-hour (8-week) intervention program integrating drama techniques with reading strategies was applied. Data analysis was performed using the Wilcoxon Signed-Rank Test. The research findings revealed that the DBRSP implementation significantly increased the students’ reading comprehension skills and reading motivation levels. Conversely, it was determined that the program did not create a statistically significant difference in the students’ attitudes toward reading in the short term. Consequently, these preliminary findings suggest that drama-based activities may serve as a promising intervention tool supporting both the cognitive and motivational development of students with reading difficulties by transforming the reading process from a mechanical act into an experiential one; however, given the single-group design and limited sample size, these results should be interpreted as exploratory, and further research is needed before broader generalizability can be claimed.