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The purpose of the present study was to analyze the effects of intensive reading and workbook intervention on five essential components in reading-camp context and its empirical application to English reading instruction. Participants were 146 students in Grades 1 to 6 from an elementary school participated in the study, and the testing period lasted about 6 months. The participants were divided into 4 levels according to pre- and post- tests of the DIBELS(Dynamic Indicate Basic Early Literacy Skills) test, as well as FSF(First Sound Fluency), NWF(Non-sense Word Fluency), DORF(Dibels Oral Reading Fluency), and DAZE(Dibels Maze) test scores. To measure the effects, the analysis of learners’ English reading ability, especially in the field of four specific areas(FSF, NWF, DORF, DAZE) and its correlation, was conducted. The findings were as follows: Four specific areas of the DIBELS test showed a statistically significant improvement between the results of the pre- and post- test scores. Furthermore, analysis of the test scores showed that there is a strong correlation between the four test areas. The study also suggested that the group which used workbook intervention with a storybook was more effective in improving the learners’ reading abilities than the group which only used a storybook