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Gohar, (2019) explored Students with dyslexia have trouble with orthographic (print) processing, phonological (speech sound), and making the link between print and speech.We also developed and used a phonological awareness test and a spelling test with a scoring rubric to assess students' phonological awareness and spelling skills.The Stanford-Binet Intelligence Scale, Fourth Edition (SB-IV) and the Dyslexia Screening Test (DST), which was adapted from Fawcett & Nicolson (1996), were used to diagnose and select them.The study included fifteen dyslexic third-year primary students.

Gohar, (2019) explored Students with dyslexia have trouble with orthographic (print) processing, phonological (speech sound), and making the link between print and speech. Therefore, the goal of the current study was to ascertain how a multisensory structured EFL program might enhance dyslexic primary students' phonological awareness and spelling. To help link oral language with visual language symbols, the proposed program employed a number of multisensory approaches, including visual, auditory, kinesthetic, and tactile techniques. The study included fifteen dyslexic third-year primary students. The Stanford-Binet Intelligence Scale, Fourth Edition (SB-IV) and the Dyslexia Screening Test (DST), which was adapted from Fawcett & Nicolson (1996), were used to diagnose and select them. We also developed and used a phonological awareness test and a spelling test with a scoring rubric to assess students' phonological awareness and spelling skills. Through the use of a quasi-experimental design, the participants were divided into two groups: the experimental group, which was given a multisensory structured EFL program, and the control group, which was given a standard English class. Students from the experimental group outperformed their counterparts in the control group in the target EFL spelling and phonological awareness skills after utilizing the recommended program.