SYSTEMATIC REVIEW article
Front. Hum. Neurosci.
Sec. Interacting Minds and Brains
Volume 19 - 2025 | doi: 10.3389/fnhum.2025.1683924
This article is part of the Research TopicAI Innovations in Neurological and Psychiatric Disorder Management: Diagnosis to TreatmentView all 5 articles
Emerging Technologies and Neuroscience-Based Approaches in Dyslexia: A Narrative Review toward Integrative and Personalized Solutions
Provisionally accepted
- Hangzhou Maternity and Child Health Care Hospital, Hangzhou, China
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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.
Keywords: developmental dyslexia, artificial intelligence, virtual reality, neurostimulation, deep learning, Educational Technology, Neuroscience
Received: 11 Aug 2025; Accepted: 20 Oct 2025.
Copyright: © 2025 Niu, Ni and Zhu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Rong Niu, niurong_123@hotmail.com
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