Despite increasingly large amounts of information about dyslexia in Mexico, there is still no adequate protocol to identify signs of it in elementary students, nor language teaching methods/strategies that can be used to advance their language learning in the classroom (Ruiz-López, Moysén, Trejo-Oviedo, 2010). Research has established that dyslexia is a genetic condition, not a disease nor a disability (West, 2009; Wolf, 2014). Thus, this literature review sets out to explore pedagogical strategies obtained from crowdsourcing (i.e., a kind of social media) on the English learning process of dyslexic students and aims to offer some practical suggestions as to how these findings can help dyslexic students' foreign language learning. They can also provide an opportunity for research about pedagogical practices for designing more effective teaching methods, intended to improve the second language learning achievement of dyslexic students in Mexico.