A systematic review on learning disabilities and dyslexia: difficulties from learners and teachers and the connection to educational justice

This research paper conducts a systematic review of 50 research papers relating to learning disabilities (LD) and Dyslexia published between 2020 and 2024. The systematic review is conducted by using PRISMA framework as a guideline to ensure this research is appropriately and systematically prepared. This research paper aims to explore how learners with LD and/or Dyslexia are recognised in terms of their charactertistics and areas of difficulties they have been encountering. Additionally, this research paper includes an investigation on teachers of learners with LD and/or Dyslexia as well as the teaching methods implemented for this group of learners.On the one hand, this research paper has drawn connections to socio-economic context of the research. The analysis of socio-economic context has introduced the opportunity of learners with LD and/or Dyslexia in terms of quality education and educational justice. To investigate more on the quality education, this research paper further analyzes the relevance research papers focusing on sustainable development goals (SDGs) for learners with LD and/or Dyslexia.While acknowledging challenges like limited resources and the potential mismatch between recent sustainability efforts and ELL/LD/dyslexia research, the paper proposes a specific framework for addressing these issues. This framework aims to inform future research and guide realistic implementation strategies to achieve the related issues in English language education for learners with Dyslexia.