Promoting Literacy and Learning Engagement through Technology-Based Interventions for Children with Autism Spectrum Disorder: A Systematic Review

Abstract

: Background: Children with Autism Spectrum Disorder (ASD) often experience difficulties in reading comprehension, vocabulary development, and other literacy-related skills that may negatively affect academic achievement and educational participation. Technology-based interventions have increasingly been used to support literacy learning among children with ASD; however, evidence regarding their effectiveness remains dispersed across different intervention types and literacy outcomes. This review synthesized current evidence on technology-based literacy interventions for children with ASD. Methods: A systematic search was conducted across Web of Science, Scopus, Education Resources Information Center (ERIC), Academic Search Ultimate, PubMed, and PsycINFO databases following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The final search was completed on 06 March 2026. Studies were eligible for inclusion if they involved children with ASD and examined technology-based interventions targeting literacy-related outcomes. Data were extracted and synthesized using a narrative review approach. The methodological quality of the included studies was assessed using a predefined appraisal framework informed by the Joanna Briggs Institute (JBI) critical appraisal tools. Results: Thirteen studies involving 184 participants met the inclusion criteria. The reviewed interventions included tablet-based applications, iPad-assisted instruction, electronic books, digital graphic organizers, augmented reality systems, virtual teachers, robot-assisted instruction, and assistive technology applications. Reading comprehension was the most frequently targeted outcome, followed by vocabulary development and language-related skills. Overall, the findings indicated positive effects on reading comprehension, vocabulary acquisition, inferential comprehension, sight-word reading, and student engagement. Several studies also reported improvements in attention, motivation, and participation during literacy activities. Conclusions: Technology-based literacy interventions appear to be promising tools for supporting literacy development among children with ASD. The available evidence suggests that digital technologies can enhance both literacy outcomes and learning engagement when combined with effective instructional practices.