This article explores the theoretical framework of developmental dyslexia in adults, a relatively under-researched area, particularly in Latvia. While much research has addressed dyslexia in children, the manifestation and challenges of this condition in adulthood remain poorly understood. This literature-based study synthesizes findings from scholarly research conducted primarily in 2023 and incorporates outcomes from the Erasmus+ project “Enhancing Digital Tools for an Inclusive Dyslexia Adult Education “. The article discusses cognitive, neurological, and socio-emotional challenges faced by adults with dyslexia and proposes educational and technological interventions tailored for adult learners. The results emphasize the importance of equipping adult educators with theoretical knowledge, diagnostic awareness, and pedagogical tools to ensure inclusive and effective adult education.
Tūbele et al. (Wed,) studied this question.