Reading is a complex cognitive skill that involves visual, attention, and linguistic skills. Because attention is one of the most important cognitive skills for reading and learning, the current study intends to examine the functional brain network connectivity implicated during sustained attention in dyslexic children. 15 dyslexic children (mean age 9.83±1.85 years) and 15 non-dyslexic children (mean age 9.91±1.97 years) were selected for this study. The children were asked to perform a visual continuous performance task (VCPT) while their electroencephalogram (EEG) signals were recorded. In dyslexic children, significant variations in task measurements revealed considerable omission and commission errors. During task performance, the dyslexic group with the absence of a small-world network had a lower clustering coefficient, a longer characteristic pathlength, and lower global and local efficiency than the non-dyslexic group (mainly in theta and alpha bands). When classifying data from the dyslexic and non-dyslexic groups, the current study achieved the maximum classification accuracy of 96.7% using a k-nearest neighbor (KNN) classifier. To summarize, our findings revealed indications of poor functional segregation and disturbed information transfer in dyslexic brain networks during a sustained attention task.