Abstract
The implementation of multisensory methods in English as a Foreign Language (EFL) classrooms with dyslexic children is examined in this qualitative case study, which also looks at instructors' opinions on the tactics' efficacy, difficulties, and contextual factors. Three English teachers with prior experience instructing dyslexic pupils participated in the study, which was carried out in a private bilingual school in Ecuador. A semi-structured focus group interview and classroom observations were used to gather data, which was then subjected to thematic analysis. The use of multisensory teaching techniques, perceived effects on the development of reading and writing, differentiated instruction and evaluation, and institutional support and teacher preparation were found to be four interrelated topics. Color-coded reading cards, phonics materials, sand trays, audiobooks, magnetic letters, graphic organizers, movement-based activities, and digital tools were among the visual, auditory, kinesthetic, and tactile resources that participants described integrating. Decoding, spelling, vocabulary organization, sentence construction, confidence, and classroom involvement all improved, according to teachers. The results indicate that when paired with tailored instruction, formative evaluation, teacher training, and institutional support, multimodal instruction can promote more inclusive EFL learning.