AbstractUnable to read has a significant impact on language acquisition that can contribute to children failing at school. Therefore, teachers must utilise methods that are in accordance with the children’s ability during their early stages of reading development to prevent them from experiencing difficulties in a formal school environment. The objective of this study was to observe the practice of multisensory technique towards the benefit of children’s skills in reading open syllables. By using structured observation, three children were observed using three different multisensory activities such as ‘sand letters’, ‘alphabet jump’, and ‘tactile alphabet’. 16 open syllables were identified which are ‘ma’, ‘ho’, ‘su’, ‘gi’, ‘pa, ‘du’, ‘me’, ‘ga’, ‘do’, ‘bi’, ‘te’, ‘pu’, ‘so’, ‘ri’, ‘ta’ and ‘la’ by using a checklist item from LINUS instrument have been analysed descriptively by looking to the appearance of childrenâ€.....