This study investigated Chinese dyslexic children's efficiency in employing phonological strategies (i.e. the use of orthography-phonology correspondence rules) in reading and the effectiveness of training phonological strategies in improving Chinese dyslexic children's reading performance. An Experimental Group of 15 Chinese dyslexic children received a five-day intensive training in phonological strategies while a comparable Control Group did not. The results showed that Chinese dyslexic children did not use the phonological strategies as efficiently as Chinese average readers, and the training programme was effective in significantly improving the Experimental Group's reading performance. This suggests that Chinese dyslexic children can benefit from training in phonological strategies. 1 The numerals placed after the sounds are the tone numbers of the Cantonese syllables (1 = high level, 2 = high rising, 3 = mid level, 4 = low falling, 6 = low level, 8 = glottalized mid, 9 = glottalized low).