The purpose of this study is twofold in that it will attempt to determine the effects of techniques (repeated reading, eco reading etc.) used in this study on improving the reading and comprehension skills of a 3rd grade dyslexic student at elementary school. Second, it will attempt to determine if the improvement in reading and comprehension skills of the student affect her mathematical achievement. The study conducted through action research, one of the qualitative research designs, was carried out during the spring semester of the 2018-2019 academic year. The study was in progress for 12 weeks and fulfilled in approximately 90 course hours in 4 days a week. The texts used in the study were selected from Turkish textbooks of the Ministry of National Education. In order to improve the students' reading and comprehension skills, Repeated Reading, Eco Reading, Fernald Technique and Vocabulary Box strategy were utilized. The findings gathered before and after the application were analysed according to the "Error Analysis Inventory" and "Reading Levels and Percentages" tables. The results revealed that the student's reading level in 1st and 2nd grades has increased from frustration level to instructional level. The comprehension level of the student has increased from frustration level to instructional level in the 2nd grade texts; in the 1st grade, it has increased but still remained at instructional level.