Purpose: To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method: We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading abilities in prelingually deaf children in comparison with a nonmultisensory phonological training in combination with ST (nonMPT+ST). Furthermore, we compared phonological recoding abilities (via pseudohomophone effect) of deaf children who received the MPT+ST training with that of their hearing peers. Finally, we investigated whether the effects observed in deaf children after MPT+ST and nonMPT+ST were retained six months. Results: The MPT+ST improved phonological recoding abilities, both in reading isolated words and in recoding abilities that contributed to improved syntactic processing tasks. After MPT+ST the deaf children's pseudohomophone effect was similar to that of typical hearing children, but this effect was not retained six months after training. Conclusion: The phonological route is mediated by multiple sensory systems and MPT+ST contributes to deaf children's ability to achieve higher reading comprehension by the time they finish primary education; however, sustaining the gains likely requires a longer-term intervention.