Children with dyslexia have reduced sensitivity to phonological sounds and words, and this deficiency in lexical processing causes many problems for them. Word exercise games based on phonological awareness have emphasized the mistakes of students with dyslexia, attempting to help children avoid these mistakes. This study was conducted to investigate the effect of Persian-language word exercise games on the spelling of students with dyslexia. The design of the present study was quasi-experimental, with a pretest and posttest of an experimental group and a control group. Participants were 30 students with dyslexia from second grade to fifth grade in elementary schools in Bojnord, who completed the spelling test as a pretest and posttest. The experimental group played eleven 40-min sessions of word exercise games. The results showed that the word exercise programme improved the spelling of the children with dyslexia. This suggests that basing training on the phonological mistakes of students with dyslexia and using the word exercise games can improve their spelling.