The learning difficulty known as dyslexia affects up to ten per cent of the adult population. In current teaching practice in Higher Education Institutions (HEIs), however, there is still little awareness of how dyslexia-friendly language course materials can be created. Language learning materials, although often delivered in novel digital formats, show little evidence that new dyslexia-friendly approaches have been considered. It is suggested that this lacuna presents a challenge to language departments in HEIs and requires the provision of dedicated teacher training. This case study offers an insight from the perspective of the practitioner on how to use, re-use, and adapt existing language learning materials in ways that are designed to improve the learning experience for dyslexic learners and benefit non-dyslexic learners at the same time. The author illustrates how a set of existing Italian language Open Educational Resources (OERs) were modified and/or created by adopting a Multisensory Structured Language (MSL) approach which combines visual, auditory, kinaesthetic, and tactile pathways and utilises the structuring/re-patterning of the way information is presented and colour coding of the visual field, in order to help improve learner attention, retention, and processing of information. [For the complete volume, "Using Digital Resources to Enhance Language Learning: Case Studies in Italian," see ED585224.]