| dc.description.abstract | Dyslexia is a common disorder affecting language learning, including foreign language learning. All Norwegian teachers are required by law to adapt their teaching to individual student needs. Despite this, very little is taught in teacher training programs concerning how to adapt teaching in foreign languages to students with dyslexia.
This thesis conducted a systematic review of all currently available didactic adaptations for teaching English as a foreign language that is applicable to a Norwegian context. A systematic search lead to the identification of twelve relevant papers. These were analyzed in light of current linguistic knowledge concerning dyslexia as a disorder. This analysis found that, though some aspects of dyslexia are researched in a didactic context, other aspects are not. Avenues of further research are suggested. | nb_NO |
