Assistive Technologies as a Key to the Success of Learners with Dyslexia in Language Education

Abstract

This study examines the role of assistive technologies in glottodidactics with a particular focus on supporting learners with dyslexia. It draws on current theoretical models and European research demonstrating that dyslexia represents a complex neurocognitive deficit affecting phonological processing, decoding, and the automatization of written language - ifficulties that become even more pronounced in foreign language learning. Modern assistive technologies - especially text‑to‑speech tools, predictive writing, visualization applications, and digital dictionaries - help reduce cognitive load, provide multimodal access to linguistic input, and support metacognitive learning strategies. The analysis shows that the effectiveness of these tools depends on their didactic integration, individualized support, and explicit training in their use. The study also highlights the need for teachers’ professional preparedness and institutional availability of technologies, both of which are essential for inclusive language education. The findings confirm that assistive technologies constitute a significant means of academic empowerment for learners with specific learning disorders and substantially contribute to their success in acquiring a foreign language.