Document Type : Original Article
Authors
1
Ph.D. Student of Educational Psychology, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2
Professor, Department of Educational Psychology, Azarbaijan Shahid Madani University
3
Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
4
PhD, Assistant Professor, Department of Psychology, Postdoc in Cognitive Neuroscience, Clinical Psychology, University of Tabriz
Abstract
This review article studies the educational intervention of specific learning disorders with impairements in reading and writing based on the theory of embodied cognition. The present review includes studies that have examined the role of embodied processes, sensory-motor actions, and body-environment interaction in the formation of phonological awareness, alphabetic awareness, and reading skills. To collect relevant studies, a search was conducted in databases including Magiran, Scopus, Web of Science, PsycINFO, and ERIC. In addition, the reference lists of key articles and reference books in the field of embodied cognition and reading education were also examined.The search was designed systematically with a combination of English keywords including Decoding, Embodied Cognition, Learning disorder, Phonological Awareness, Alphabet Awareness and Reading Instruction. To ensure complete identification of relevant studies, Boolean operators (AND, OR) were used in the review. This review article was limited to studies published up to 2026. Hence, In learning disabilities education based on the embodied cognition, the high level of bodily engagement like motor engagement, motor coherence, and a sense of immersion as well as task integration, improves the level of learning from a theoretical and passive state to an active, and meaningful, therefore facilitating phonological awareness and thereby effective learning
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