The current study aimed to examine the effectiveness of Edmark Reading Program in enhancing functional vocabulary for third grade students with learning disabilities in the Sultanate of Oman. The study participants included 20 third grade students from both from the learning disability program in schools in the Al-Seeb school district in Muscat. Students were divided into two matched control and experimental groups, each including 10 students. Quasi-experimental design was used. The study instruments included Test of Functional Words (prepared by the researchers), Formative Tests of Functional Words (prepared by the researcher), and the Edmark Reading Program. The study results showed that post intervention, there were statistically significant differences between the mean rank scores of students in the experimental and control groups (p<0.05) on the Test of Functional Vocabulary, reflecting that students who received the intervention by Edmark Program performed between than students in the control group. Additionally, there were statistically significant differences between the pre and post mean ranks scores of students in the experimental group on the Test of Functional Words following receiving the Edmark Reading Program (p<0.05). Finally, there were statistically significant differences between the mean rank scores of the four formative Tests of Functional Vocabulary of students in the experimental group. Implications of the study are discussed, recommending the use of the Edmark Reading Program and supplementary intervention program for students with learning disabilities in elementary schools.