Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions.

Dyslexia is the most prevalent disorder in the world that causes difficulties with reading, writing, and spelling. Pupils with dyslexia show trouble with their cognitive skills. Various interventions were already introduced for their treatment but dyslexia is still a trending disorder. The available interventions utilized for these pupils' learning open the research area for the current state-of-art of learning interventions for pupils with dyslexia. The results of this Systematic Literature Review show the trending interventions, sensory approaches utilized, and difficulties for pupils with dyslexia learning. Papers published over a period of 5 years were reviewed and their data was collected using a rigid systematic process. Based on the gathered data, several analyses were conducted. The search shows that nowadays, technological-based interventions are trending specifically apps and games, in parallel haptics technology is in its very initial stage. The most predominant sensory approaches were visual and auditory, followed by kinesthetic and tactile, mainly intervening with non-technological and technological interventions. There are still many open issues and research opportunities in the field of learning interventions for pupils with dyslexia, as most researchers utilized the visual and auditory approaches for the feedback and guidance of these pupils, while they lack to utilize the kinesthetic and tactile. [ABSTRACT FROM AUTHOR]