The purpose of this paper is to find out if technology within pedagogy can help pupils with dyslexiaperform on the same level as their peers without using compensatory aid. Is it possible to replacethe compensatory aids with the technology in question? Can the same technology also be used tosupport other pupils as well and in turn removing the stigma of needing compensatory aid?

To learn the answers to these questions I have done a qualitative text analysis. This analysis focuson technology in the form of podcasts and Web 2.0 based teaching platforms. The analysis alsofocus on pupils with dyslexia and what kind of help compensatory aids can be. The texts will beanalyzed based on the concept of equivalence and Habermas's theory of technology as ideology.

The conclusions I have reached is that it is not possible to help all pupils with dyslexia with theseforms of technology. Not in such a manner that the compensatory aid in question can be replaced.This is due to the fact that not every pupil with dyslexia need the same support. The technology dohowever offer aid and shows signs of being able to help the pupils perform.