The study aimed to compare the effectiveness of face-to-face and virtual phonological awareness training in the reading performance of students with dyslexia during the COVID-19 pandemic. For this purpose, 90 students with dyslexia were selected by convenience sampling and assigned to two experimental (face-to-face and virtual) groups and a control one. The reading and dyslexia test and Wechsler Intelligence Scale were used for data collection, and the data were analyzed using ANCOVA. The results revealed a significant difference in the reading performance of the experimental and control groups. Phonological awareness training significantly influenced the reading performance of students with dyslexia.