Abstract-This study aims to present greek dyslexics’ cognitive profile on literacy, working memory and phoneme awareness tasks. The reported studies in the greek language so far, focus on pre-literate or emerging literate students, but dyslexics’ spelling and reading deficits are prominent in early adolescence. In order to provide a good account of the spelling and reading difficulties experienced by dyslexics, twelve dyslexic children were tested at the end of grade 6 and eighteen months later, on a series of series of phoneme awareness, phoneme perception, word and nonword reading and spelling tasks, as well as on the working memory test battery for children. Subjects exhibited degraded phoneme representation with regard to phoneme awareness, and speech perception abilities, which remained constant over time 1 & 2 testing. Moreover, reading and spelling of words did not improve between time 1 & 2 testing, whereas phonological implausible errors of words were the only literacy measurement which reaced statistical significance. With regard to WM components, as measured by the WMTB-C tasks, the phonological loop spans and the mazes memory span improved over time 1 & 2 testing. These findings are discussed in linght of the double deficit hypothesis for dyslexics’ profile [1]. Keywords-working memory, WMTB-C, reading spelling, phoneme awareness, greek language, dyslexia