Strategies for dyslexia typically include:

Strategies for dyslexia typically include:

• A. Phonics instruction without context.
• B. A single sensory approach focusing only on sight words.
• C. Multisensory approach with systematic and explicit instruction in skills.
• D. Rote memorization of passages.

Answer: (C)

The strategy being tested is using a multisensory, explicit, and systematic approach to teaching reading for students with dyslexia. Multisensory instruction engages sight, sound, and touch to help learners connect letters with their sounds, making decoding easier and more durable. Explicit instruction means the teacher clearly models skills, provides guided practice, and gives deliberate feedback, leaving no step ambiguous. Systematic instruction follows a planned, logical sequence so each skill builds on the previous one and nothing essential is skipped. This combination fits best because it addresses the core challenges of dyslexia by teaching phonemic awareness and phonics through multiple senses in a structured progression, helping students transfer skills to real reading. Why the other approaches don’t fit as well: Phonics without context teaches sounds in isolation, which can make it hard for students to apply those skills to actual words and reading. A single-sensory approach focused only on sight words misses the necessary decoding and phonics practice that dyslexia learners need. Rote memorization of passages doesn’t build decoding skills or strategies for learning new words, so it doesn’t equip students to read unfamiliar texts. In practice, the strongest strategies combine decoding-focused instruction with meaningful reading experiences, using explicit, systematic steps across multiple modalities to support fluent reading and comprehension.

The strategy being tested is using a multisensory, explicit, and systematic approach to teaching reading for students with dyslexia. Multisensory instruction engages sight, sound, and touch to help learners connect letters with their sounds, making decoding easier and more durable. Explicit instruction means the teacher clearly models skills, provides guided practice, and gives deliberate feedback, leaving no step ambiguous. Systematic instruction follows a planned, logical sequence so each skill builds on the previous one and nothing essential is skipped.

This combination fits best because it addresses the core challenges of dyslexia by teaching phonemic awareness and phonics through multiple senses in a structured progression, helping students transfer skills to real reading.

Why the other approaches don’t fit as well: Phonics without context teaches sounds in isolation, which can make it hard for students to apply those skills to actual words and reading. A single-sensory approach focused only on sight words misses the necessary decoding and phonics practice that dyslexia learners need. Rote memorization of passages doesn’t build decoding skills or strategies for learning new words, so it doesn’t equip students to read unfamiliar texts.

In practice, the strongest strategies combine decoding-focused instruction with meaningful reading experiences, using explicit, systematic steps across multiple modalities to support fluent reading and comprehension.