A movement‐integration approach for the comprehension of punctuation marks in students with dyslexia

Abstract Embodied cognition and movement‐integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six‐week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12 middle‐school literature classes for children with dyslexia. The perceptions and experiences of four literature teachers for special educational needs and their selected 12 middle‐school students with dyslexia were recorded through semi‐structured interviews after the implementation of PunMoves. A reflexive thematic analysis revealed that PunMoves was more than welcomed from teachers and students, as it stimulated the students' interest and motivation in the reading process and the comprehension of punctuation marks. The acceptability of the approach from teachers and students was also reflected through its multidimensional impact on children's behaviours. Game‐based elements detected as some significant points of the program.