Reading is an essential skill for social and professional integration; however, individuals with dyslexia face significant challenges in acquiring it. Dyslexia is classified as a specific learning disorder, characterized by difficulties in recognizing written words, slow reading fluency, and poor spelling, which negatively impact text comprehension. These difficulties are largely dependent on phonological awareness, working memory capacity, and neurological impairments associated with the disorder. This article focuses on the effect of working memory training, as an independent variable, on reading performance and neurological impairments, considered dependent variables, in individuals with dyslexia. Based on a comprehensive review of previous studies, findings indicate that working memory training significantly contributes to improving reading performance and reducing related neurological impairments. These results highlight the importance of adopting targeted educational strategies to enhance reading skills among students with dyslexia, thus strengthening their academic and health outcomes. This review broadens the understanding of effective, evidence-based interventions for improving learning outcomes in individuals with dyslexia, underscoring the necessity of integrating psychological and social strategies to support and optimize the educational process in this context.