Objective: The aim of this study was to detect effect of phonological awareness training on the learning skills in boys with dyslexia. Method: In this semi-experimental research, the students suspected for having dyslexia in the second grade of elementary school of Shahr-e-Rey were chosen, and assigned randomly into two experimental and control groups (each group consisted 15 students). The research instruments were Phonological Awareness Test, Wechsler’s Intelligence Scale for Children Disorder (WISC-R), Word Reading Test, and Unmeaningful Word Reading Test that were used before and after training, and experimental group learned the phonological awareness during 3 months. The data were analyzed by ANCOVA Test. Results: The results revealed that the phonological training could enhance the phonological awareness skills, correct spelling, the speed of reading and unmeaningful word reading skills in dyslexic students (P<0.001). Conclusion: These findings suggest that training phonological awareness could improve reading abilities and speed of reading in Dyslexic students.