Artificial Intelligence to Help People with Dyslexia in Education: An Interdisciplinary Literature Review

The rapid evolution of AI has reshaped many educational practices, raising new questions about its role in supporting students with learning disorders. This work presents a systematic and interdisciplinary review on the use of artificial intelligence (AI) and generative AI (GAI) to support students with dyslexia in educational settings. Dyslexia is the most common disorder among people and, despite the rapid development of AI technologies in recent years, the connections between AI, dyslexia, and education remain underexplored, and comprehensive, up-to-date analyses are lacking. To address this gap, an extensive literature, published between 2018 and 2024, was analyzed, ultimately identifying n = 72 relevant studies, guided by the PRISMA methodology. These studies were classified according to a set of semantic categories carefully defined by the authors, allowing to map current research trends and identify emerging interdisciplinary research directions. This analysis shows that AI has been used to enhance detection, assistive support, and personalized learning for students with dyslexia, yet the evidence remains fragmented and experimental validation is limited. While GAI offers promising opportunities for content generation and interactive support, its presence in the current literature is still minimal. The review highlights existing achievements, identifies key challenges, and outlines future research avenues to advance inclusive, AI-supported learning for individuals with dyslexia.