This study presents a comprehensive bibliometric analysis of dyslexia research conducted worldwide between 1998 and 2025. Using a dataset of 9,492 records, the analysis maps the global knowledge landscape, covering 15,946 contributing authors, 1,264 journals, 87 countries, 4,179 institutions, and 22 publication languages. A total of 268,410 global citations and 103,779 local citations were recorded, with an overall H-index of 199, indicating high scholarly impact. The study employed bibliometric tools to examine publication trends, authorship patterns, institutional contributions, and citation dynamics. Findings reveal steady growth in dyslexia research, with significant international collaboration and multidisciplinary engagement spanning education, psychology, linguistics, and neuroscience. The results highlight key contributors, emerging research clusters, and global knowledge networks. Limitations include reliance on indexed databases and citation-based metrics. Overall, the study provides a structured overview of dyslexia scholarship, offering valuable insights for researchers, educators, and policymakers, while suggesting future directions in digital learning interventions, neurocognitive studies, and inclusive education practices.
Kanagasundari et al. (Wed,) studied this question.