The academic performance of dyslexic students’ needs a lot of attention both from teachers as well as parents. Teachers must be well trained and have the expertise to carefully manage the class of dyslexic students. For this purpose, identifying dyslexic students, classroom management teacher-parent participation and awareness could play an important role in enhancing the academic performance of dyslexic students. The current study aims to investigate the indirect effects of awareness on the relationship between identifying dyslexic students, classroom management teacher-parent participation, and academic performance of students. Nonprobability convenience sampling was used. 372 participants participated in the survey. AMOS-SEM was used for data analysis. Measurement and structural models were developed. It was found that all the scales were found reliable and valid. Moreover, all the direct and indirect relationships were also found positive and significant. Awareness and teacher-parent participation were found most dominant factors on basis of beta values.