Reading difficulty represent an important factor of risk of dropping out of school, issue who is more present to the boys. The study presented in this article focused on the development of two reading comprehension strategies, inference and text recall, using an approach based on comic book. The aim of this study was to measure the impact of this intervention on the reading motivation and the degree of acquisition of the two strategies studied on 30 fifth grade boys experiencing learning difficulties. The results suggest that the intervention would have had some impact on the motivation of students in the experimental group which possibly attenuated, among them, the lack of motivation that occurred among students who received regular teaching. In addition, it is also possible to observe a statistical trend that is very close to being considered statistically significant in the control group where the ability to use clues to produce an inference seems to decrease between the two test periods, unobserved trend among students who participated in the intervention. Finally, the results show an increase which is close to being considered significant in the experimental group in terms of the ability to produce a text recall of comic book, which was not observed in the control group.