The aim of this study was to investigate the prosody abilities on top of phonological and visual abilities in children with dyslexia in Spanish that can be considered a syllable-timed language. The performances on prosodic tasks (prosodic perception, rise-time perception), phonological tasks (phonological awareness, rapid naming, verbal working memory), visual tasks (visual search) of 32 eleven-year-old children with dyslexia were compared with those of 32 typical readers with the same chronological age and 32 reading-matched younger children. It was found that children with dyslexia scored lower than typical readers on phonological and prosodic perception tasks but not on rise perception tasks. It can thus be concluded that children with dyslexia in Spanish show a prosodic impairment that may originate from subtle auditory-processing deficits.