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Abstract The study investigates the effectiveness of multisensory learning approaches in enhancing the literacy skills of Grade 2 English as a Second Language (ESL) learners in the Philippine context. It focuses on how visual, auditory, kinesthetic, and tactile strategies contribute to the development of phonemic awareness, reading comprehension, and vocabulary proficiency. The research is grounded in several key learning theories, including the Orton-Gillingham Approach, Vygotsky’s Sociocultural Theory [22];[12], Gardner’s Theory of Multiple Intelligences, Scarborough’s Reading Rope Model, and the Multisensory Integration Theory [36]. The research aims to identify the most preferred sensory learning styles among Grade 2 students and determine how these preferences relate to literacy outcomes. The findings suggest that visual and auditory learning strategies are preferred, but differences in kinesthetic and tactile methods highlight that learners respond differently to instructional approaches. The study also found no significant relationship between preferred multisensory styles and phonemic awareness, reading comprehension, or vocabulary proficiency.