Dyslexia is a specific learning disorder affecting written language, hindering reading and spelling acquisition despite preserved intelligence and adequate schooling. This study examines the cognitive profile of Tunisian children with dyslexia by exploring associations between executive functions, intelligence, and language achievement. The sample included 134 pupils aged 8–12 years who met eligibility criteria for dyslexia based on a prior clinical diagnosis established independently of the present study. Executive functions were assessed using the Hayling Junior Test (inhibition) and the Trail Making Test (cognitive flexibility). The WISC-V provided full-scale IQ. Working memory was indexed by the WISC-V Digit Span subtest (verbal working memory), while Block Design was analysed separately as an index of visuospatial reasoning. Academic achievement was approximated using the latest term language grade as an ecological outcome measure, not for diagnostic purposes. Pearson correlations examined relationships between cognitive variables and academic outcomes, and one-way ANOVAs tested age effects on cognitive performance. Language achievement correlated positively with inhibition and flexibility and showed a moderate association with verbal working memory. A weak but significant correlation emerged between full-scale IQ and language scores. No significant association was found with visuospatial reasoning. Age effects were significant for most executive measures except Digit Span. These findings highlight the central role of executive functions, particularly inhibition and flexibility, in language achievement among children with dyslexia, beyond global intellectual functioning.