Abstract
Students with literacy difficulties, such as dyslexia, have impairments in both reading and writing: two essential academic tools to foster productive life-long education. Impairments in reading and writing can affect the way students learn a second language because of new vocabulary acquisition and print comprehension, which is dependent on how transparent the type of orthography is. The multiple-deficit model of dyslexia provides a better description of comorbidity that further deviates these difficulties. Four predictors that are examined when analyzing literacy difficulties are orthographic differences, cognitive abilities, affective factors and teacher will and capacity. The purpose of this literature review is to discuss the results of the four predictors and accommodations of these difficulties within the classroom setting.
