We predicted that Arabic-speaking dyslexic children with spelling disorder benefit from a visual motor based remediation program for the development of letter knowledge and the improvement of spelling (dictation) as well as word and pseudo-word decoding. It was predicted that the mediation of visual motor training should be effective since the characteristics of Arabic script require such high-level functioning for the development of literacy skills. Twenty native Arabic children from grade 4 with specific learning disorders in reading (dyslexia) and spelling (dysorthographia) took part in this study. Participants were randomly divided in two equally sized groups, an experimental group (n=10; mean age=125.50 months ± 3.24) and a control group (n=10; mean age = 124.10 months ± 3.31). The intervention program focused on the development of visuo-motor representations of letters to strengthen letter-sound associations as a way to acquire the alphabetic principle needed for learning to read and write (sound to letter correspondence). Results revealed that the post intervention measures were better achieved in the experimental group than pre-intervention ones. Findings approve the efficiency of the visuomotor intervention program for the remediation of decoding and spelling disorders.