Supporting students with dyslexia in learning to program – where to start? A systematic literature review

Computing Science students with dyslexia can face additional challenges when learning to program. Such challenges are likely to impact student motivation and success, which is antithetical to developing an accessible and inclusive curriculum. This paper identifies gaps in existing research through a systematic literature review and highlights where students with dyslexia could benefit from tailored support by completing a thematic analysis comparing the challenges faced by students with dyslexia and challenges for novice programmers. This constitutes the first step in research to explore differences in learning to programme for students with dyslexia. The paper concludes by considering how this analysis can inform future pedagogical research to support students with dyslexia in learning to program.