A comprehensive review of assistive technologies for children with dyslexia

TL;DR

This paper conducts a systematic literature review of assistive technologies for children with dyslexia from 2015 to 2024, revealing that technology-driven interventions—especially mobile applications and augmented reality—dominate the field, with virtual reality, NLP, haptics, and tangible interfaces emerging as promising modalities. It categorizes tools into technological and non-computing approaches, highlighting that mobile apps and AR/VR enable multisensory, engaging learning experiences, while non-digital aids remain relevant in low-resource contexts. The review identifies key accessibility features (font/spacing adjustments, OCR/TTS, real-time feedback, and gamification) and documents gaps such as small sample sizes, a lack of long-term efficacy data, and limited NLP/LLM integration, offering opportunities for AI-driven adaptive learning and tactile feedback in mobile formats. Overall, the findings underscore the importance of personalized, cross-platform multisensory interventions and call for longitudinal, inclusive research to maximize real-world adoption and effectiveness.

Abstract

Dyslexia is a neurological learning disability that primarily disrupts one's ability to read, write and spell, affecting an estimated~15-20\% of the global population. This high prevalence underscore the importance of developing effective interventions. This study presents a systematic literature review conducted between 2015 and 2024 to evaluate current trends in assistive technologies for children with dyslexia. This research shows that technological-based interventions are leading interventions, especially with the use of mobile apps and augmentative realities. More innovative technologies like virtual reality, NLP, haptic, and tangible user interfaces are emerging to provide unique solutions addressing the user's needs. While non-computing devices are generally less effective in comparison to modern digital solutions, they provide a promising alternative in settings with limited access to technology.

Figures (7)

• Figure 1: Article selection process based on inclusion and exclusion criteria. The flow diagram illustrates the screening of articles from three digital libraries (ACM, Google Scholar, and IEEE)
• Figure 2: Examples of assistive technologies used in interventions for dyslexia: (A) Virtual Reality environment, (B) Mobile learning applications, (C) Tangible user interface with illuminated letter blocks, and (D) Augmented Reality learning using 3D visualizations.
• Figure 3: Multi sensory modalities used on Augmented Reality.
• Figure 4: Multi sensory modalities used on mobile apps.
• Figure 5: Tangible user interface.