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In the present study, reading speed and accuracy were measured in Arabic\u2010speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9\u201310 to 9\u20138 years, were given single frequent and infrequent word and pseudo\u2010word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo\u2010word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language. 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