Innovative Teaching Approaches with Augmented Reality for Students with Dyslexia

This paper examines the use of augmented reality (AR) as a supportive tool for students with dyslexia. Through a thematic review of 22 empirical studies published in the period 2014–2024, the contribution of AR interventions to literacy development, active student engagement and the enhancement of inclusive education is explored. The analysis highlighted three main strategies: interactive visual learning, phonological support through voice, and gamification with the aim of mobilization. The findings show that AR can enhance reading flow, decoding, and phonological awareness when designed on the basis of pedagogical theories such as Dual Coding and Multisensory Learning. Despite its significant potential, challenges remain in planning, lack of long-term studies and teacher readiness. This review synthesizes modern research data and highlights the need for flexible, accessible and pedagogically evidenced AR applications, tailored to the needs of students with dyslexia.