<![CDATA[Reading is a foundational skill that determines students' academic success, yet many elementary school students in Indonesia still experience reading delays. It aims to explore teachers' strategies in overcoming reading delays through multisensory learning at SD Negeri Bendo. A qualitative case study approach was employed, with data collected through in-depth interviews, participant observation, and documentation. The subjects were three lower-grade teachers and the school principal, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña's interactive analysis model, with data validity ensured through source and technique triangulation. The findings reveal six key aspects of teachers' strategies: (1) planning through VAKT-based teaching modules tailored to students' characteristics; (2) implementation integrating visual, auditory, kinesthetic, and tactile activities in a sequential learning cycle; (3) supporting factors including school policy support, learning facilities, parental collaboration, and teacher professional commitment; (4) inhibiting factors dominated by students' heterogeneous reading abilities, time constraints, lack of structured implementation guidelines, and limited training; (5) teacher efforts through individual tutoring, varied media, regular evaluation, and parental collaboration; and (6) positive changes in students' letter recognition, syllable reading, simple word arrangement, as well as increased motivation and self-confidence associated with multisensory learning. The novelty of this research lies in its holistic examination of multisensory learning implementation in a specific elementary school context, revealing that the integration of teacher competence, school support, and parental involvement is key to success. The findings imply the need for structured implementation guidelines, teacher training, and strengthened school-parent collaboration to support more effective and inclusive literacy learning.]]>
