<![CDATA[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.]]>
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