This review evaluates the effectiveness of different types of working memory training on reading performance among children with reading difficulties. Reading performance is closely related to academic achievement whilst working memory (WM) serves as a crucial cognitive component to reading. Some researchers believe that WM training can improve WM capacity, intelligence and other cognitive functions. However, whether the effect extends to reading performance has rarely been examined. According to the multi-component WM model, the current review classifies WM training into domain-general, domain-specific (verbal WM and visuospatial WM), and mixed training and evaluates their effectiveness to reading ability correspondingly. According to the existing studies, verbal WM training seems to be most effective for improving reading ability, while other types of training show effects on WM or cognitive skills but only limited effects for reading. Limitations of these findings and reasons for transfer failure are discussed.