Dyslexia and Learning Arabic as a Foreign Language Learning a foreign language is a recommendation for anyone at any level of learning ability. It has become a major prerequisite for graduating from high school and university (ACTFL, 2000). The International Dyslexia Association states that 15-20% of the world’s population has a language disability, dyslexia being the most common. It has been found that those who have a learning disability in their native language face difficulties when learning a second language (Ganschow and Schneider, 2006). Dyslexia is a neurobiological and lifelong language based disability that causes difficulties in reading, writing, and spelling (Ryeng, 2010; Rossidou, 2006). The reading process depends on recognizing how a word is written and how it sounds (decoding or extracting) and constructing meaning out of what is written (R. Wiseheart et al, 2009; Ryeng, 2010). When learning a second language, dyslexics find difficulty in recognizing and using the grapheme(letter)with its corresponding phoneme (sound) as their core problem is in the phonological-orthographic process (Ganschow, Schneider, 2006; R. Wiseheart et al, 2009).This deficiency in turn affects decoding, which contributes to reading comprehension difficulty. To the knowledge of the researcher, very little research has been done on teaching Arabic as a foreign language to dyslexic learners, and AFL teachers find it is quite a challenge to devise teaching techniques and strategies that they can use effectively with those learners. Accordingly, the purpose of this presentation is to demonstrate techniques in teaching grapheme- phoneme correspondence in a multisensory explicit approach for dyslexic learners of Arabic as a foreign language at the elementary level. Ganschow and Sparks, along with other researchers, have agreed that an explicit multisensory approach is the best choice in dealing with the phonological/orthographic difficulty in second language acquisition. In this approach, there is a phoneme-grapheme explicit explanation using all senses (tactile, visual, auditory, and kinesthetic) simultaneously (Ganschow and Schneider, 2006). The techniques suggested are based on research that has been conducted on dyslexic native speakers of Arabic in Lebanon American University (2009) and a program in the Phoniatrics Unit – Otolaryngology Department at Ain Shams University in Egypt (2010). All those techniques are adapted for dyslexic learners of Arabic as a foreign language. Additional in class strategies and accommodations that are helpful to dyslexic students in general are discussed as well.