Enhancing Literacy for Dyslexic Learners: A Review of Structured, Multisensory, and Technological Approaches

Dyslexia is a lifelong learning disorder that affects reading, writing, and spelling, primarily due to difficulties with phonological processing. This literature review explores key interventions designed to support dyslexic learners, with a focus on structured literacy programs like Orton-Gillingham and Wilson Reading System, which provide systematic, explicit instruction in phonological awareness and reading fluency. Multisensory approaches, engaging sight, sound, and movement, further strengthen literacy skills by helping learners form stronger connections between sounds and letters. Additionally, technology-assisted tools such as text-to-speech and speech-to-text software, along with programs like Lexia, offer personalized, adaptive learning experiences, fostering greater independence and confidence. The review underscores the importance of early identification and ongoing support, as early intervention can significantly improve both academic performance and emotional well-being. However, long-term support is crucial to sustaining these gains throughout a learner’s education. Despite progress, gaps in current research remain, particularly in addressing the needs of adult dyslexic learners, developing culturally responsive interventions, and scaling individualized programs for wider application. In conclusion, this review highlights the need for early screening, effective interventions, and the integration of technology to improve educational outcomes for dyslexic learners. It calls for further research into scalable, culturally adaptive models and the long-term impact of interventions to ensure dyslexic learners receive the comprehensive support they need across diverse educational settings.

کلیدواژه ها:

Dyslexia ، Structured literacy ، Multisensory learning ، Educational interventions ، Technology-assissted tools