The study focused on the effect of training on dyslexic pupils’ cognitive domain in Ondo metropolis. Quasiexperimental design was used with sample pupils of 64 in public primary schools. There were two groups: experimental and control groups, each with 32 participants. A Phonological Awareness Test for Dyslexic Pupils (PATDP) was used for pre-test and post-test. Independent samples t-test was used to analyse the data at p≤0.05. The results indicated that there is significant difference between the post-test scores and pre-test scores (t-value = 30.3443, df = 62, p-value = 0.000), significant difference between experimental and control groups (t-value = 20.352, df = 62, p-value = 0.000), significant difference in gender scores favouring females (t-value = 4.015, df = 62, p-value = 0.000) and significant difference in urban and rural pupils after training  (tvalue = 3.694, df = 29, p-value = 0.001). The study found that training is effective for dyslexic pupils’ cognitive function and suggests incorporating training into the school curriculum.