Mobile Applications for Supporting Literacy and Communication Skills in Children with Dyslexia: A Systematic Literature Review

Abstract

Mobile applications have emerged as promising assistive technologies for supporting children with dyslexia; however, a comprehensive understanding of their effectiveness in enhancing literacy and communication-related skills remains fragmented. This systematic literature review synthesizes research from 2018 to 2024 on mobile application-based interventions for children with dyslexia, focusing on their impact on reading, phonological awareness, and related communication abilities. The search was conducted in Scopus, Web of Science, IEEE Xplore, ScienceDirect, ERIC, and Google Scholar using keyword combinations such as “dyslexia,” “mobile application,” “multisensory learning,” “phonological awareness,” and “reading intervention.” Study quality was appraised using adapted criteria from the Critical Appraisal Skills Programme (CASP) and the Mixed Methods Appraisal Tool (MMAT). Following a systematic methodology, 161 candidate papers were identified through database searching and citation tracking, with 50 studies ultimately categorized as highly relevant for in-depth analysis. The review reveals that multisensory learning approaches dominate current intervention designs, frequently integrated with gamification elements and artificial intelligence-powered adaptive feedback systems to enhance user engagement and personalized learning experiences. Emerging technologies including augmented reality, virtual reality, and neurofeedback demonstrate promising potential for creating immersive and individually tailored learning environments. The findings indicate consistent improvements across diverse linguistic and orthographic contexts including English, Arabic, German, Spanish, and Sinhala, in core areas such as phonological awareness, reading fluency, and vocabulary mastery. However, significant gaps persist in the literature, including limited longitudinal data on sustained intervention effects, insufficient direct assessment of broader communication competencies beyond basic literacy skills, and a scarcity of comparative cross-linguistic studies. Methodological heterogeneity across studies, characterized by small sample sizes and non-standardized outcome measures, complicates systematic synthesis and generalization. This review concludes that while mobile applications represent a viable and engaging pathway for supporting children with dyslexia, future research must prioritize rigorous longitudinal designs, standardized assessment batteries, and expanded investigation of comprehensive communication outcomes to optimize intervention effectiveness across diverse cultural and linguistic settings.