The Effects of Instructional Technologies on reading Comprehension of Students with Learning Disabilities: A Systematic Review

Abstract

Students with learning disabilities (LD) typically experience recurrent difficulties with reading comprehension as a result of decoding, attention, and use of metacognitive strategies deficits. Instructional technologies have arisen as viable means of supporting literacy skills for this group of students in response to these difficulties. The purpose of this systematic review is to integrate recent empirical research on the efficacy of instructional technology interventions in improving students with LD reading comprehension. The review was PRISMA-guided and used the PICOS framework to maintain methodological consistency. Four main databases—ERIC, PsycINFO, Scopus, and Google Scholar—were searched using combinations of keywords like "instructional technology," "reading comprehension," and "learning disabilities." The inclusion criteria were on studies published in English from 2017 to 2025 with technology-based intervention and on measuring reading comprehension outcomes in formally diagnosed students with LD. From 223 initially screened records, 11 studies were included. Results show that technologies like text-to-speech (TTS) software (e.g., Kurzweil 3000), mobile applications such as COSMA, mind-mapping software, interactive digital books, and augmented reality environments are highly effective. They not only enhance understanding but also motivation, engagement, and autonomy of learners. Implications include the necessity of teacher preparation, technology-supported curriculum planning, and additional research on new technologies such as AI and virtual reality. The review emphasizes that instructional technology, when put into practice considerately, is essential in inclusive reading instruction for students with LD.