Reading plays a vital role in the language acquisition. Dyslexic children do face learning problems in reading and writing that affect their self-esteem and motivation towards English langauge learning at school. Therefore, teachers need to be aware of children's reading difficulties and be able to implement remedial strategies in dealing with these inside their classrooms. This book presents a research study exploring reading difficulties in children at the primary level in the multilingual context of Pakistan, where English is taught as a second or foreign language. The book highlights critical insights in identification of chidren's reading difficulties in the mainstream schools, using standardized testing tools. It explores phonics and other multi-sensory approaches to help teachers to remediate reading difficulties of their children. It further examines the contextual issues and recommends possible ways of addressing reading problems of children who are 'reading disabled' or 'dyslexic' with a hope that one day these children's learning problems will be understood and their diverse learning styles will be catered for by the schools, teachers and parents all over the world.