The present study aimed to investigate the effectiveness of phonological awareness training program on reading components and academic help-seeking behaviors in students with specific learning disorder (SLD) characterized by reading impairment. This research employed a quasi-experimental design with a pre-test–post-test and a control group. The statistical population included all third- and fourth-grade students with SLD characterized by reading impairment who were referred by public schools to the Learning Disability Center in Baneh during the 2023–2024 academic year. A total of 30 students were selected through convenience sampling and randomly assigned to two groups of 15 participants each. The Shirazi and Nilipour Reading Diagnostic Test (2004) and the Ryan and Pintrich (1997) Academic Help-Seeking Questionnaire were used to assess the study variables. The intervention consisted of ten 60-minute sessions of phonological awareness training based on the tasks developed by Dastjerdi and Soleimani (2003) administered to the experimental group, while the control group received no training. Post-tests were conducted for both groups. Data were analyzed using analysis of covariance (ANCOVA). The results indicated that the phonological awareness training program had a statistically significant effect on reading components (accuracy, speed, and comprehension) as well as academic help-seeking behaviors. These findings highlight the importance and effectiveness of phonological awareness training in improving reading skills and help-seeking behaviors among students with specific learning disability and reading impairment. Based on the findings, phonological awareness instruction is essential for students with this type of learning disorder.