The successful acquisition of reading skills during childhood and adolescence is fundamental for an individual's personal and social fulfilment. Acquiring the ability to read well is a basic requirement for the social and economic demands of 21st century society. Proficiency in reading literacy is not only one of the principal goals of schooling, but is also one of the principal means of learning. The ability to read is thus a fundamental tool for exercising the right to education which is enshrined in the Declaration of Human Rights (Eurydice  2011).

   It has been widely documented that most children effortlessly acquire basic reading and writing skills in the elementary grades (Adams, 1990; Snowling & Bishop, 2000).  These skills include the ability to identify letter-sound correspondences, to consciously manipulate sounds in different ways  to rapidly decode and identify words, to recognize words’ meanings in written texts, and to construct meaning from sentences, paragraphs, and longer texts (National Reading Panel, 2000).

    Despite the ease with which most children acquire these skills in the lower grades, some children struggle with reading acquisition (Archer, Gleason, & Vachon, 2003; Bryant et. al, 2000), placing them at great risk for educational failure (Hock et al. 2009 ; Snow & Biancarosa, 2003). 

      In fact, according to the National Institutes of Health (2010), reading is the primary difficulty for most children with learning disabilities receiving special education services.

      Dyslexia is a neurological problem that covers a wide range of reading disabilities Although still not fully understood it is recognised that what most dyslexics have in common is a difficulty in grasping the shapes of letters and then relating those shapes to the sounds that the letters symbolize. Dyslexics often reverse the order of the letters in a word or even leave them out completely ( DSM-5).

 Numerous studies show  that children with specific learning difficulties benefit from teaching methods that make use of all the senses in learning. Recent Studies from the National Institutes of Child Health and Human Development have shown that multisensory teaching is the most effective teaching method for children with learning difficulties and is a crucial development tool for children with dyslexia (Williams, & Lynch, 2010 ; Gorjian, Alipour, & Saffarian, 2012).

Multisensory instruction involves teaching aimed at using all pathways to the brain simultaneously, particularly visual, auditory, and kinesthetic–tactile  (Birsh,2006).From the early work of Fernald (1943),Gillinghamand Stillman (1936), and Orton (1937), a multisensory approach to teaching students with learning/reading disabilities has been advocated.

  Most environmental experiences are multisensory,. Furthermore, because learning is encoded cumulatively by large networks of neurons, cell assemblies that have been connected because of prior experiences will continue to be activated even when a particular aspect of sensory information in a particular experience is absent (Stevenson & James, 2007) Our understanding of multisensory integration has advanced because of recent functional neuroimaging studies of three areas in human lateral occipito-temporal cortex (Beauchamp, 2005;  Eden, & Moats 2002).

      The purpose of this research is to investigate the effectiveness of the multisensory teaching method, which was developed in the Greek language, in order to address the learning difficulties of dyslexic students. More specifically the proposed teaching method is based on the principles of multisensory teaching and aims at copying with the learning difficulties of dyslexic students in both reading and writing. It has been proven that multisensory teaching has positive results in dyslexic students because it simultaneously uses, more than one sensory pathways, such as auditory, visual, kinesthetic, in order to teach reading and writing.  In this way, multiple areas of the brain are triggered and connected to the subject being taught. 

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