The study was conducted in Dharwad city (Karnataka) to know the impact of intervention on academic performance of school children with reading and writing difficulties. Children studying in 6th standard (418) were drawn from 14 selected schools considering their academic performance in previous class tests and teacher’s ratings. The children were further tested on Kannada reading and writing tests. 180 children who were found to be  having reading difficulty and 114 children who were found to be  having difficulty in writing were selected for further testing on reading and writing abilities along with a group of normal children (165 in reading and 240 in writing) for comparison purpose. Most of the children, found to have problems in identifying letters (vowels and consonants), stress words, speed and correct pronunciation. Fifteen children with such problems were selected as experimental group for intervention programme. Fifteen such children having similar type background were selected as control group. An intervention programme consisted of four modules which are prepared based in the children’s reading and writing problems.  It was carried out for them for a period of two months by engaging them daily for two hours.  The impact of intervention was assessed through comparing pre and post test data of experimental and control groups. The results showed that there was significant improvement in the experimental group children, which in turn showed that the intervention provided to these children was found to be very effective in reducing their difficulties in reading and writing. The results of experimental group on academic performance showed significant raise as compared to control group children.