The Kenyan Government through the Ministry of Education has since independence been committed to improving education and inclusion of children with audio, visual, physical and mental disabilities. Despite the fact that considerable change and growth have been realized since the ratification of treaties such as United Nation Convention on the Rights of Persons with Disabilities (CRPD), the implementation of inclusive free and appropriate education for learners living with Specific Learning disabilities still remains a challenge. This limits the potential of students with specific learning disabilities especially in mainstream classrooms, to acquire basic literacy skills including spoken language, reading, writing, spelling and comprehension. Literacy skills are key in determining performance in other subjects taught in the school curriculum. The overall objective of this study is the exploration of the application and relevance of the Orton Gillingham structured literacy teaching approach to pupils living with dyslexia in Kenyan public primary schools. This qualitative study used content analysis to explore appropriate teaching methodology to pupils with such challenges. The study analyzed various studies that have been done on the appropriateness and effectiveness of the Orton Gillingham method and its application and relevance to the Kenyan school context.