A Multimodal Perspective on Classroom Interaction Involving Learners With Dyslexia: A Scoping Review

The scoping review adopts a multimodal perspective and aims to map existing empirical studies that examine communicative modes in classroom interactions involving learners with dyslexia. Although research on dyslexia has increasingly emphasized multimodal approaches to support learners’ engagement and cognitive development, limited attention has been paid to how communicative modes are configured within classroom interactions. Drawing on Norris’s Multimodal Mediated Theory, this review conceptualizes classroom practices as mediated actions and identifies learning-related interactions within selected studies on dyslexic learners. Communicative modes were analyzed based on authors’ descriptions of interactional processes. The review includes seven empirical studies published in peer-reviewed resources. The findings offer a lens for future classroom research involving learners with dyslexia and provide important implications for classroom practice.