Abstract
This study examines how digital storytelling (DST) facilitates multimodal composition, enabling students with dyslexia to construct meaning through diverse modes. Framed within the cultural dimension of Green’s 3D model and applying a socio-semiotic approach, the study explores how students integrate their perspectives and cultural backgrounds into their narratives. A mixed-methods approach with a single-subject design was employed, incorporating semi-structured interviews, socio-semiotic analysis of multimodal texts and descriptive statistics. Findings indicate that DST provides alternative pathways for self-expression, assisting students to mitigate writing challenges.