Current Trends in European Dyslexia Research: A Systematic Review (2017-2025)

Abstract

Background: Developmental dyslexia is a neurodevelopmental learning disorder marked by persistent difficulties in reading, spelling, and word decoding despite normal intelligence and education, affecting about 5–10% of people worldwide. Aims: This systematic review aimed to synthesize contemporary European dyslexia research published between 2017 and 2025. The review focused on conceptual foundations, developmental trajectories, assessment and differential diagnostics, intervention and educational practice, psychosocial dimensions, and lifespan perspectives in order to identify major research trends, methodological developments, and emerging challenges within European dyslexia research. Study Design: Systematic literature review. Place and Duration of Study: The literature search was conducted using the ERIC database between February 2026 and March 2026. Methodology: A systematic literature search was conducted using the keyword “dyslexia” and related terminology, including “developmental dyslexia,” “reading difficulties,” “phonological processing,” and “reading fluency.” PRISMA-oriented screening procedures were applied. Studies were included if they focused on dyslexia within a European context, were published between 2017 and 2025, and addressed at least one predefined thematic domain. Studies conducted outside Europe or focusing primarily on unrelated neurodevelopmental conditions were excluded. Following the screening and eligibility procedures, 391 publications were included in the final synthesis. Thematic synthesis and qualitative content analysis were used to identify recurring patterns, methodological trends, and conceptual developments across the included studies. Results: The findings demonstrate increasing diversification and interdisciplinarity in European dyslexia research. Strong evidence was identified for persistent difficulties in reading fluency, phonological processing, rapid automatized naming, and spelling across different orthographies. Research further highlighted the importance of early developmental predictors, bilingualism, psychosocial wellbeing, inclusive educational practices, and adult dyslexia. Intervention studies emphasized the effectiveness of phonological, morphological, multisensory, and technology-assisted approaches. In addition, digital interventions, assistive technologies, eye-tracking methodologies, and machine-learning-based assessment approaches emerged as growing research areas. At the same time, conceptual debates regarding dyslexia definitions, diagnostic criteria, neurodiversity, and inclusive education remain ongoing. Conclusion: The review highlights the multidimensional and lifespan-oriented nature of dyslexia and underlines the need for interdisciplinary, evidence-based, and culturally sensitive approaches in research, assessment, intervention, and educational support across diverse European contexts.