Peer-reviewed article
Psychoeducational Challenges of Dyslexic Children During the COVID-19 Pandemic: A Systematic Review.
Ghasemi SA, SalarSadeghi M, Miri M, Khamesan A ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined the psychological and educational challenges faced by dyslexic children during the COVID-19 pandemic and shift to online learning. Children with dyslexia experienced increased anxiety, low self-esteem, reduced reading interest, and difficulties with reading fluency, while also facing barriers like limited access to technology and insufficient teacher support. The review identifies two main categories of challenges: psychological (mental health, emotional well-being, behavioural issues) and educational (technology access, special educational needs support, remote learning difficulties). The authors recommend targeted interventions including teacher training, family-school collaboration, adaptive learning technologies, and psychological support to help dyslexic children in current and future contexts.
Key points
- Dyslexic children experienced increased anxiety and low self-esteem during pandemic online learning
- Limited access to educational technologies and insufficient teacher support were major barriers
- Challenges included difficulties with reading fluency, concentration, and reduced reading interest
- Psychological challenges affected mental health, emotional well-being, and behaviour
- Evidence-based strategies needed include teacher training, family-school collaboration, and adaptive technologies
Limitations
This is a systematic review of existing literature rather than original research, so it cannot provide empirical data on the prevalence or magnitude of these challenges. The document does not specify which countries or regions were covered by the reviewed studies, limiting understanding of geographic applicability.
Abstract
Dyslexic students faced psychological and educational challenges during the COVID-19 pandemic and online learning, including increased anxiety, low self-esteem, reduced reading interest, limited access to educational technologies, insufficient teacher support, and difficulties with reading fluency and concentration. Examining these challenges is crucial for implementing effective measures and enhancing post-pandemic learning. This study investigates the psycho-educational challenges of dyslexic children during the pandemic, highlighting the need for targeted interventions to support them in current and future contexts. This systematic review identified relevant articles through electronic searches of PubMed, Wiley, Scopus, Web of Science, Google Scholar, and ScienceDirect, supplemented by the snowballing technique, which involved examining the bibliographies of retrieved references. The study identified two main categories of challenges for dyslexic children: psychological (mental health, emotional well-being, behavioural issues, parental stress) and educational (socioeconomic status, technology access, special educational needs, teacher support, remote learning difficulties) affecting children with learning disabilities. The research results show that dyslexic children faced various psychological and educational difficulties identified in this review during the COVID-19 pandemic. Therefore, targeted, evidence-based strategies-such as teacher training, family-school collaboration, adaptive learning technologies, and psychological support-are needed to mitigate these challenges in the post-pandemic period.