This study examined the effect of visual auditory kinesthetic tactile (VAKT) strategy on level of reading comprehension of pupils with dyslexia. The
aim of the study was to determine the VAKT strategy on the organisational and critical level of reading comprehension of pupils with dyslexia. The
study answered two research questions and tested four hypotheses. The theory of literacy processing propounded by Clay in 2005 is the theoretical
framework for the study. The population of the study comprised 62 pupils with dyslexia from public primary schools in Shendam Local Government
Area of Plateau State, Nigeria. Purposive sampling technique was used to select twenty (20) primary five (5) pupils as samples for the study. A nonequivalent pretest-posttest control group quasi-experimental research design was employed. An adopted word recognition test of high frequency words (WRTHFW) and a teacher-made words and sentences comprehension assessment (WASCA) instruments were used for data collection. Intervention lasted for ten (10) weeks. The generated data were analysed using pearson product moment correlation coefficient at 0.05 level of significance. The results showed that VAKT significantly improved the reading comprehension skills of pupils.