Most studies of dyslexia focus on domains of impairment: reading and phonology among others. Few studies on dyslexia examine possible strengths. In the present study, we investigated a cognitive strength in English-speaking children with dyslexia aged 8-13, namely semantic fluency. We adjusted performance for letter fluency and tested the specificity of the semantic fluency strength by relating it to executive functioning measures, examining the psycholinguistic approach to the task, and using functional magnetic resonance imaging (fMRI) to probe brain dynamics that may render an advantage in the task.Ninety-four participants with dyslexia completed tests of letter and semantic verbal fluency, standardized measures of reading and cognitive functions including verbal short-term memory (as measured by CVLT C Trial 1) and cognitive flexibility (as measured by Children’s Colored Trails B), and resting-state fMRI scans. We investigated production abilities in the high and average semantic groups via quantitative measures of semantic fluency performance – i.e., word count, semantic clustering, and number of switches, and determined their relation to neurocognitive mechanisms. Groups were well-matched on demographics and phonological fluency but they showed distinct cognitive and clustering/switching patterns in semantic fluency. The two groups differed on the number of clusters, the max size of cluster, and the number of switches between clustered and/or non-clustered responses. Furthermore, greater cluster size and max cluster size correlated with better executive abilities on the CVLT C Trial 1 specifically in high semantic fluency group, underscoring the interaction between semantic and executive processes. In addition to the cognitive differences, dynamic resting-state functional connectivity differed between the high and average groups in a large-scale bilateral fronto-temporo-occipital network.These data demonstrate that semantic fluency performance is strongly linked to specific executive function subdomains and a semantic resting state brain network, and that inter-individual differences should be taken into account in dyslexia.