Reading skill is an important process in learning and knowledge acquisition. However, dyslexic students face problems in reading. The main objective of this study was to compare the effectiveness of the multisensory method in teaching dyslexic students compared to the traditional method. The specific objectives were to investigate whether there were significant differences on dyslexic students alphabet recognition problem and alphabet mastering skill after the implementation of the multisensory program. The sample of study consisted of 8 and 9 years old elementary school children who were attending remedial education classes from twelve schools at the District of Hilir Perak, Malaysia. The equivalence of the samples was determined based upon the Dyslexia identification test which formed the experimental group and control group. The mean pre-test of the experimental group for alphabet identification was 45.29, SD = 7.59 whereas the post-test was 50.97, SD = 7.59. The mean pre-test of alphabet identification for the control group was 45.29, standard deviation 7.59 and the post-test score was 77.74, SD = 5.03; whereas for the control group was the pre-test was 45.29, standard deviation 7.59 and the post-test was 50.97, standard deviation 6.59. The t-test results showed significant differences. The mean post-test score of the experimental group for alphabet mastery was 31.19, SD = 2.31 compared to the control group (20.10, SD = 2.26). In conclusion the t-test (alpha 0.05) showed there were significant differences for alphabet identification and alphabet mastery through using the multisensory method. Teacher training programs can integrate the multisensory method to enhance the learning of dyslexic students.
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