Developmental Dyslexia in Children: A Narrative Review of Evidence-Based Interventions, Parenting Approaches, and Assistive Technologies

Abstract

Background: Developmental dyslexia is a neurobiological learning disorder that significantly affects reading, spelling, and academic achievement. It is often misunderstood and underdiagnosed, which may result in long-term educational and emotional consequences.
Materials And Methods: This narrative literature review synthesized 19 key references, including peer-reviewed studies and foundational sources relevant to dyslexia. Foundational references published before 2000 were included only to support definitions and theoretical background. Databases searched included PubMed, ProQuest, Academia.edu, and Google Scholar. The review focused on academic interventions, parenting approaches, and assistive technologies for school-aged children with dyslexia.
Results: Phonological awareness training, structured literacy programmes, and multisensory methods were identified as effective academic interventions. Parenting approaches characterized by emotional responsiveness and structured routines were associated with better academic engagement and psychological well-being. Assistive technologies, including text-to-speech and speech-to-text software, were found to improve accessibility, promote independence, and enhance learning participation.
Conclusion: A comprehensive and multidisciplinary approach that integrates evidence-based educational strategies, family involvement, and technological support is essential to support children with dyslexia. Further research is needed to refine and contextualize these interventions across diverse educational settings.