Students struggling with dyslexia can be taught to read:

Concept: Dyslexia is a specific learning disability rooted in a phonological-processing deficit -- difficulty mapping speech sounds (phonemes) onto their written symbols (graphemes). The evidence-based literacy intervention for such learners is explicit, systematic, and structured phonological/phonics instruction that directly targets this sound-symbol mapping gap through small, sequential, cumulative steps.

Application: Since the question asks how a student who struggles specifically with dyslexia should be taught to read, the correct intervention must repair the phonological gap itself rather than simply raising the reading demand placed on the student. Systematic phonological training does exactly this -- it rebuilds the missing sound-letter connections step by step, in the order phonics research recommends for dyslexic readers.

Contrast -- why the other approaches fail this student:

• Higher grade-level texts raise vocabulary and syntactic demand without touching the underlying phonological gap, so the student falls further behind rather than catching up.

• Long, complex passages overload working memory and decoding effort before the foundational sound-symbol skills are secure, producing frustration rather than progress.

• The association method of conditioning shapes behaviour through stimulus-response pairing; it does not address the phonological-processing deficit that makes decoding hard, so it builds no real reading skill.

Result: Only systematic phonological training treats the actual cause of the reading difficulty, which is why it is the method recommended for teaching a dyslexic student to read.