Interventions for dyslexic children: An overview of contemporary intervention techniques

Author(s): Dario Decenty


A neurological condition called dyslexia predominantly impacts reading abilities. It is typically recognized at the pre-school level and is commonly referred to as a reading issue. It is likely present at birth. Dyslexia is characterized by issues with precise word recognition as well as by subpar reading and writing ability.


This paper's major goal is a study of the many approaches or interventions utilized, notably in Malaysia, to manage the cognitive and literacy skills of dyslexic children. The publications were gathered over a six-year period, from 2000 to 2016, using internet databases like PubMed, Ebscohost, and Medline. Only 13 of the 300 articles that were initially created met the inclusive criteria.


The multisensory approach, phonological intervention, and cognitive training method are a few types of interventions that can be used to help dyslexic children with their literacy and cognitive deficiencies. In Malaysia, the majority of therapies concentrate on language-related skills such word knowledge, letter recognition, and writing abilities. To enhance particular domains, such as visuospatial, memory, and psychomotor skills, cognitive training was conducted.


There are currently no studies that have combined the intervention of cognitive functions and linguistics-literacy deficiencies in a comprehensive manner. It is crucial that Malaysian academics look beyond literacy abilities and investigate the underlying cognitive processes that contribute to the distinct reading and writing challenges faced by Malaysian children with dyslexia.