The Application of Virtual Reality in Teaching Students with Dyslexia: New Approaches

Dyslexia is one of the most common specific learning difficulties, affecting reading fluency, decoding, and comprehension. Traditional interventions, while effective to some extent, often struggle to maintain student engagement and motivation. In recent years, Virtual Reality (VR) has emerged as a promising tool for reimagining dyslexia instruction by providing immersive, multisensory, and adaptive learning environments. This article critically examines the role of VR in teaching students with dyslexia, highlighting its pedagogical potential, empirical evidence, and challenges. Through a narrative literature review covering studies from 2015 to 2025, it explores how VR can enhance phonological awareness, reading comprehension, and self-confidence, while also fostering inclusive and collaborative learning contexts. Drawing on frameworks such as Universal Design for Learning (UDL) and recent cognitive neuroscience findings, the paper positions VR not as a replacement for evidence-based interventions but as an innovative complement to them. It concludes by proposing directions for future research and practice, emphasizing ethical considerations, accessibility, and the need for sustained teacher professional development.