According to the International Dyslexia Association (IDA),

“There is growing body of evidence supporting multisensory teaching. Current research, much of it supported by the National Institute of Child Health and Human Development (NICHD), converges on the efficacy of explicit structured language teaching for children with dyslexia. Young children in structured, sequential, multisensory intervention programs, who were also trained in phonemic awareness, made significant gains in decoding skills. These multisensory approaches used direct, explicit teaching of letter-sound relationships, syllable patterns, and meaning words parts. Studies in clinical settings showed similar results for a wide range of ages and abilities.”

Clinical Studies:

Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders
Curtis W. McIntyre, Ph.D. and Joyce S. Pickering, LSH/CCC, MA, editors, 1995
International Multisensory Structured Language Education Council (IMSLEC)

An Evaluation of the Dyslexia Training Program: A Multisensory Method for Promoting Reading in Students with Reading Disabilities
T. Oakland, J. Black, G. Stanford, N. Nussbaum, and R. Balise, 1998.

Teaching Reading in an Inner City School through a Multisensory Teaching Approach
R. Malatesha Joshi, Mary Dahlgren and Regina Boulware-Gooden, 2002