Korean research initiatives and educational policies related to dyslexia currently tend to cater to elementary school children. However, the impact of dyslexia is lifelong; that is, individuals with dyslexia experience constant difficulties regarding literacy-related skills throughout their school-going age and adulthood. This study compares literacy-related skills in three age groups of students with dyslexia: sixth graders at elementary school, secondary school students, and college students. Herein, participants were administered word reading, reading fluency, reading comprehension, and spelling tasks along with letter knowledge, working memory, and listening comprehension tests. Surprisingly, the study results revealed that scores in reading comprehension, listening comprehension, and spelling were similar in all three age groups. College students presented superior word recognition, reading fluency, phonological processing speed, and working memory compared with sixth graders and/or secondary school students. These results imply that literacy-related skills, especially those relatively more cognitively demanding, do not improve easily in students with dyslexia in the absence of systematic intervention to support their learning. To our knowledge, this investigation is the first to observe differences in the educational needs of Korean dyslexic students across age groups. Future studies should investigate the educational needs of secondary and postsecondary students with dyslexia to properly support them in overcoming their lifelong struggles with dyslexia.