### Abstract



Background: Dyslexia is the most prevalent type of specific learning disorder, observed worldwide and affecting all cultures. Numerous interventions have been proposed to treat children with this condition.



Objective: The aim of this study was to conduct a systematic review of dyslexia interventions in Iran, focusing on innovative intervention methods.



Method: This systematic review was conducted following the PRISMA guidelines. Clinical trial-based studies related to dyslexia were searched in databases (SID, Magiran, Noormags) using specific keywords such as reading difficulties, reading disorders, dyslexia, developmental dyslexia, and others. This process resulted in the collection of 1459 articles. After removing irrelevant and duplicate articles, 236 articles were reviewed, of which 216 were excluded due to insufficient information or not meeting the inclusion criteria. Ultimately, 20 Persian articles were included in the study.



Findings: The results indicated that the majority of studies focused on multisensory interventions, technology-based interventions (especially computer-assisted cognitive rehabilitation games), and phonological awareness. Among the most notable innovative interventions were motivation-based interventions, successful intelligence, optimistic attribution style training, the use of phonographics for teaching phonological awareness, and motor rehabilitation. However, neurofeedback-based interventions were not found in the reviewed studies due to implementation limitations in educational settings such as schools. Additionally, there was no evidence of the use of puzzle-based interventions or storytelling in the studies reviewed.



Conclusion: Based on this study, more innovative intervention methods have been designed compared to previous research. All interventions demonstrated significant effectiveness. To achieve sustained effects, longitudinal interventions with regular follow-up periods and the design of intervention protocols tailored to the linguistic and cultural characteristics of Iran are necessary. This approach plays a crucial role in improving the quality of life for children with dyslexia. Overall, this study provides important empirical evidence supporting the efficacy of innovative interventions.



Keywords: Specific learning disorder, Dyslexia, Reading disorder, Systematic review, Reading skills, Intervention