Transcranial Direct Current Stimulation (tDCS) is a relatively new and innovative brain stimulation technique that enables non-invasive modulation of neurobiological processes with potential effects on various cognitive functions and related abilities. Over the past decade, there has been increasing research into the effectiveness of tDCS as a therapeutic intervention for numerous conditions, including developmental dyslexia. To date, two systematic literature reviews have specifically investigated the use of tDCS to improve reading skills. Both reviews reported predominantly positive results regarding the impact of tDCS on reading ability; however, they also highlighted significant methodological limitations and unresolved research questions that currently prevent definitive conclusions regarding the effectiveness of this method. The aim of the present master's thesis was to conduct an updated systematic literature review that builds on and extends the findings of the previous reviews. Sixteen studies were included in the systematic review, which identified the effects of tDCS on behavioural, cognitive and neurophysiological components of reading in compliance with PRISMA guidelines through a comprehensive search of relevant bibliographic databases. The empirical part of this thesis provides a detailed descriptive and comparative analysis of the conceptual, methodological and technical characteristics of the included studies, followed by a critical evaluation aimed at developing specific recommendations for future research designs. A key strength of this master's thesis lies in its interdisciplinary approach, which integrates theories, models and paradigms from neuroscience, cognitive psychology, pedagogy and linguistics to form the methodological framework.
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