The purpose of this research is to develop the techniques in teaching children with dyslexia to read in English and study their efficiency. The analysis is based on theoretical foundations of communicative, system-activity, and multisensory approaches in teaching foreign languages. The study was conducted in schools of Togliatti, the city in the Samara region in Russia. The sample comprised children aged 9-10 years with a diagnosed developmental phonological dyslexia, primary school foreign language teachers and speech pathologists. The process of acquiring reading skills in an artificial language environment was examined. The research showed that combining all senses in teaching reading in a foreign language can be effective for children with dyslexia. The significant factors are the systematic activity in practicing reading, the approach “from simple to complex”, and the choice of a correct method of forming reading skills. The survey revealed that methods and techniques used in English textbooks for primary schools in Russia do not fully satisfy the needs of children with dyslexia. They do not allow the teachers to be effective enough in teaching reading. Thus, a special procedure was developed to supplement the used methods. The results of the evaluation showed that the developed procedure is effective in teaching dyslexic children reading in a foreign language.