This thesis looks at how translation can broaden the availability of accessible literature for children with developmental dyslexia, specifically children aged eight to twelve. It investigates how translation strategies can be adapted to meet the needs of this readership in a context where dyslexia-friendly books are increasing, yet few exist as translated works in English. This study examines a classic French fairytale, its Facile à lire et à comprendre (FALC) adaptation and a dyslexia-friendly English translation with commentary. Readability and linguistic features are assessed, and translation strategies are benchmarked against guidelines from the British Dyslexia Association and Inclusion Europe. The findings illustrate the importance of prioritizing a reader-orientated approach over source-text fidelity. Key considerations include phonological transparency, grapheme-to-phoneme correspondences and coherence with the aim to produce translations that support accessibility and motivate reading among children with dyslexia.