Empowering Educational Needs of Girls with Dyslexia: A Comprehensive Review

Abstract

Introduction: Dyslexia is a well-known neurodevelopmental disorder with gender-specific differences in recognition and support. They create the stipulation for boy’s primacy over girl students. Dyslexia includes language impairment that makes reading, writing, understanding, and learning inadequate. The purpose of the present study is to analyze the previous studies that address dyslexic girl students and emphasize the educational needs and opportunities for empowerment. Method: A systematic review was conducted to explore studies regarding the educational environment, specific diagnosis, characteristic of the pathology in girls, and types of intervention. Result: The study has shown a problem with recognition and support for people with dyslexia, and only specific gaps result in lack of girls in the population. The main characteristic of the disorder was identified, as well as the intervention specifics. Very slim research has been conducted explicitly on empowerment of girls in education. Conclusion: The implication for a specific study on girl students with dyslexia requires intervention based on the gaps in recognition and treatment of the disorder. The empowerment strategies should be developed for girls with dyslexia in education to enable the inclusive institution.