Technological interventions in dyslexia: a neurobiological perspective of language learning.

OBJECTIVE: Developmental dyslexia is a neurodevelopmental language learning disorder characterised by persistent difficulty in phonological processing and fluent word recognition. To address these challenges, a range of interventions has been developed to support reading acquisition and fluency. These interventions include a promising field of technological aids that cater to a broader audience. However, the limited understanding of the neurobiological effects of technological interventions restricts significant evaluation of their effectiveness. The paper examines the influence of technological interventions on the neural mechanisms that support reading in individuals with developmental dyslexia.

METHODS: This narrative review maintains methodological precision by focusing exclusively on literature that bridges the gap between instructional technology and its neurobiological outcomes, offering an integrated analysis of behavioural and neurobiological shifts in literacy development.

IMPACT: The findings suggest that the technological interventions enhance phonological processing efficiency by strengthening neurocognitive networks and promoting compensatory activation patterns. However, these results cannot be widely generalised due to the inconsistencies in intervention design and methodological rigour. Thus, to take a closer look at the efficacy of technological interventions, this paper aims to offer a comprehensive neurobiological review of the effects of interventions and assistive technologies, highlighting the neural and behavioural outcomes while pointing to unresolved questions for future investigation.