Students struggling with ‘dyslexia’ can be taught to read:

Dyslexia is recognised as a neurobiological, language-based learning difficulty rooted primarily in a deficit of phonological processing — the ability to identify, segment, blend, and manipulate the sound units (phonemes) of spoken language. Because reading requires mapping these sounds onto written symbols (grapheme-phoneme correspondence), evidence-based practice for dyslexia calls for explicit, systematic, and cumulative instruction in phonological awareness linked to phonics.

Applying this to the given options: only systematic phonological training directly builds the sound-symbol mapping skills that a dyslexic reader lacks, through structured and sequential practice — which is exactly what current research-based reading-intervention guidance recommends. This is also the answer confirmed by the official CTET 2023 Paper II answer key.

• Encouraging study amid multiple distractions increases the competing demands on working memory during a decoding task and does not build any phonological skill.

• Assigning reading texts above a student's current grade level raises vocabulary and syntactic load without addressing the underlying phonological deficit.

• Using strict punishment operates through an aversive consequence tied to performance rather than through direct instruction in the skill that is actually deficient.

Hence, the correct answer is: through systematic phonological training.