The intent of this article is to give teachers a better understanding of the effectiveness of drama in teaching literacy to English language learners with dyslexia. There is a need to use creative methodologies as necessary in a given teaching situation to have English language learners with dyslexia achieve optimal Received (January 07, 2015), Review request(January 08, 2015), Review Result(January 23, 2015) Accepted(February 06, 2015), Published(April 30, 2015) (Corresponding Author)Department of International Business Management, Korea Nazarene University, Cheonan, Chungnam, S. Korea email: cyp4x4@kornu.ac.kr Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies Office, California State University Sacramento, Sacramento, CA 95819-6079, email: eunmicho@csus.edu * 본 연구는 2015년 나사렛대학교 교내연구비 지원으로 이루어졌음. Application of Drama to Teaching Reading to English Language Learners with Dyslexia Copyright c 2015 HSST 98 results in their learning literacy. This article aims to show that among the diverse methodologies used in the ESL classroom, drama provides unique benefits which justify its place as part of the language learning curriculum. Drama includes the diverse language learning approaches, making it an ideal and unique solution to teaching literacy skills to this specific population. Therefore, drama, by using the systematic multisensory teaching approach, is a very important cross-curricular activity and method for English language learners with dyslexia to improve their language skills. The drama approach benefits those students to develop literacy skills in a safe and supportive environment.