Abstract
The Orton-Gillingham (O-G) approach is a widely recognized, structured, multisensory, and evidence-based instructional method designed to enhance reading abilities among pupils with dyslexia. However, its application remains limited in Malaysian primary schools, and a gap exists in the development of a dedicated module tailored to the phonological aspects of the Malay language. This study addresses this gap by conducting a needs analysis to evaluate the necessity of a specialized O-G–based module for teaching diphthongs and digraphs to primary school pupils with dyslexia. Using a qualitative research design, semi-structured interviews were conducted with five special education experts from the government sector. The findings reveal a strong demand for a practical and user-friendly instructional module that incorporates O-G principles into Malay language reading instruction. Key challenges identified include the absence of structured guidelines for implementing O-G techniques, limited professional training opportunities, and the lack of dyslexia-specific teaching resources. The results strongly support the development of an O-G–based innovation kit that can address these challenges and improve the effectiveness of teaching and learning diphthongs and digraphs in the Malay language. This module promises to be a valuable tool for educators, facilitating an evidence-based approach to literacy instruction for pupils with dyslexia in Malaysia.