International Journal of Evaluation and Research in Education (IJERE) Vol. 12, No. 3, September 2023, pp. 1674~1682 ISSN: 2252-8822, DOI: 10.11591/ijere.v12i3.25099  1674 Journal homepage: http://ijere.iaescore.com A systematic review on interventions for children with dyslexia Wai Wai Lim 1 , Kee Jiar Yeo 1 , Lina Handayani 2 1 School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Malaysia 2 Faculty of Public Health, Universitas Ahmad Dahlan, Yogyakarta, Indonesia Article Info ABSTRACT Article history: Received Jul 29, 2022 Revised Jun 3, 2023 Accepted Jun 30, 2023 Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology- based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia. Keywords: Children Dyslexia Intervention Malaysia Systematic review This is an open access article under the CC BY-SA license. Corresponding Author: Kee Jiar Yeo School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia 81310, Johor Bahru, Johor, Malaysia Email: kjyeo@utm.my 1. INTRODUCTION Literacy skills play a pivotal role in the success of the academic settings. Good readers have more chances in widening their mental horizons and achieving more success in the rapid advancement of the world [1]. Nevertheless, the substantial number of illiterates or struggling readers is distinct in Malaysia. The groups of literacy strugglers may encompass learners with dyslexia. Dyslexia has been described as a language-processing disability that is neurobiological in origin and characterized by inaccurate and/or fluent word recognition and by poor spelling abilities. Learners with dyslexia have difficulties in mapping letters with their corresponding sounds, blending and segmenting sounds of the words [2]. Typically, they more slowly articulate their words or sentences during the reading process as they have lower memory spans that lead to inefficiently in accessing phonological information [3]. According to, learners with these disabilities may impair in reception, recognition, organization, storage, retrieval, and reproduction of information. According to international dyslexia association, dyslexia is being suffered by about 10%-15% of the world population. In Malaysia, there are estimated about 314,000 children are suffering from dyslexia in year 2010 and the number increased to 400,000 in year 2013 based on the statistics reported by Ministry of