We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities--namely, phonological awareness, rapid automatized naming, and phonological short-term memory--as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age = 122.9 months) to a control group (n = 20; mean age = 124.65 months) from Grades 4 and 5. The phonological training program focused on the mental representation of phonemes, their identity, and their positions in words. The experimental group outperformed controls on all posttraining measures for reading words and pseudowords as well as phonological processing components. We discuss findings indicating a strong relationship between phonological processing and reading efficiency in terms of reading-related skills gained through training.