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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Juliane Louisse Daganos
Saint Louis University, Baguio City, Philippines
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Digital Assistive Technologies for Primary School Children with Dyslexia: A Systematic Literature Review Joselito C. Gutierrez; Marinel Piamonte; Bryan Solomon; Juliane Louisse Daganos; Bryan V. Catama
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5498

Abstract

Evaluating the functional efficacy and multifaceted implementation barriers of digital assistive technology (DAT) interventions tailored for primary school learners aged 3 to 12 with dyslexia. Adhering strictly to PRISMA guidelines, a systematic literature review across Google Scholar, ERIC, PubMed, and ScienceDirect identified nine empirical studies published between 2015 and 2025 (screened based on robust qualitative and quantitative extraction criteria involving children, educators, and specialists). The synthesized findings demonstrate that diverse digital interventions—ranging from text-to-speech systems and smartpens to haptic learning platforms and adaptive recommender software—consistently improve literacy skills, phonological awareness, executive functioning, and learner autonomy. Across the sample (ranging from single-subject case designs to large-scale data sets of n=5,478), qualitative and quantitative metrics show marked gains in decoding speed and homework independence. Nevertheless, optimal classroom integration remains hindered by systemic barriers, including inadequate teacher professional development, school resource limitations, non-compliance with Web Content Accessibility Guidelines (WCAG), and risks of peer stigma. The review concludes that stakeholders must transition from viewing DAT as isolated tools to establishing a collaborative, human-centered educational ecosystem. Achieving this paradigm shift requires robust, ongoing educator training, the direct embedding of digital accommodations into everyday literacy instruction, and the proactive implementation of universal design frameworks by technology developers to foster equitable, inclusive primary classrooms.
Co-Authors Bryan Solomon Bryan V. Catama Joselito C. Gutierrez Marinel Piamonte