Studies evaluating speech perception in noise have reported inconsistent results regarding a potential deficit in dyslexic children. So far, most of them investigated energetic masking. The present study evaluated situations inducing mostly informational masking, which reflects cognitive interference induced by the masker. Dyslexic children were asked to identify a female target syllable presented in quiet, babble, unmodulated, and modulated speech-shaped noise. Whereas their performance was comparable to normal-reading children in quiet, it dropped significantly in all noisy conditions compared to age-, but not reading level-matched controls. Interestingly, noise affected similarly the reception of voicing, place, and manner of articulation in dyslexic and normal-reading children.