Dyslexia is a specific learning disability that significantly disturbs reading abilities, particularly word recognition and phonological awareness. The present study investigated the effectiveness of English language teaching strategies in improving word recognition and phonological awareness among school students with dyslexia in Tamil Nadu. An experimental design with a pre-test and post-test control group was adopted. A total of 80 dyslexic students were selected and divided into experimental (40) and control groups (40). The experimental group received structured teaching strategies based on phonics and multisensory approaches, while the control group was taught using conventional methods. The data were analysed using One-way Analysis of Covariance (ANCOVA) with pre-test scores as covariates. The results revealed a significant difference in adjusted post-test word recognition scores between the experimental and control groups (F = 240.240, p < .05, η² = .759). Similarly, a significant difference was found in phonological awareness scores (F = 95.280, p < .05, η² = .553). The adjusted mean scores indicated that the experimental group outperformed the control group in both variables. The findings demonstrate that structured English language teaching strategies are highly effective in enhancing reading-related skills among dyslexic learners. The study highlights the importance of adopting evidence-based teaching strategies in inclusive classrooms to support students with dyslexia.