Emerging technologies and neuroscience-based approaches in dyslexia: a narrative review toward integrative and
1Hangzhou Women's Hospital (Hangzhou Maternity and Child Health Care Hospital), Hangzhou, Zhejiang, China.
Background:
Developmental dyslexia is a common neurodevelopmental disorder that impairs reading ability despite adequate intelligence and education, affecting up to 17% of children worldwide. Advances in neuroscience have revealed complex mechanisms involving phonological, visual, and temporal processing, with cross-linguistic variability. At the same time, technological innovation is driving a shift toward AI-powered diagnostics, immersive learning tools, and neurostimulation-based interventions.
Methods:
This narrative review synthesizes evidence from recent research published between 2015 and 2025, focusing on four thematic areas: (1) neurobiological underpinnings of dyslexia, (2) diagnostic innovations using AI and eye- or handwriting-based deep learning, (3) neurostimulation and immersive VR/AR interventions, and (4) policy, equity, and ethical considerations. Studies were identified through major academic databases and thematically analyzed to highlight trends, strengths, and limitations.
Results:
AI-based diagnostic tools using eye-tracking and handwriting features have achieved reported accuracies exceeding 80% in multiple pilot studies. VR/game-based programs and neurostimulation interventions (TMS, tDCS) have shown promising short-term effects on reading fluency and phonological processing, though evidence for long-term literacy transfer remains limited. Across studies, methodological heterogeneity and small sample sizes constrain generalizability. Significant disparities in access persist across socioeconomic, linguistic, and geographic contexts.
Conclusions:
While these technologies offer promising avenues for more personalized and scalable dyslexia care, their integration must be accompanied by stronger evidence, ethical safeguards, and equity-focused policies. Technology should augment, not replace, human interaction in inclusive education. Future research should prioritize larger trials, cross-linguistic validation, and sustainable implementation strategies.
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