Introduction

It is generally known that English presents particular difficulties for people with dyslexia. First and foremost this is due to the socalled "deep" orthography where there is little concordance between pronunciation and writing, or between phonemes and graphemes. However, it is often difficult to distinguish between what is difficult or what is easier for the pupil.

There has been increasing interest in international research in the problems associated with learning foreign languages for pupils with dyslexia. So far in Norway there have not been any tests available which show a dyslexic pupil's strong and weak skills when learning obligatory English in school.

© 2009 Signe Marie Sanne