SynthesisFrontiers in human neuroscience2025
Emerging technologies and neuroscience-based approaches in dyslexia: a narrative review toward integrative and personalized solutions.
Synthesis in Frontiers in human neuroscience, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Developmental Reading-Network Reorganization in Developmental Dyslexia: A Neuroplasticity Framework.Brain sciences · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.