To embody the language. : A design-based study with drama-pedagogical games for children with reading and writing difficulties.

This study employs a qualitative methodological approach in the form of a design-based intervention, critically interpreted by didactic experts specializing in children with reading and writing difficulties.The intervention consists of five drama sessions, described from both theoretical and practical perspectives.The aim is to develop and test how drama pedagogy can be used in situation-based after-school activities in primary education to foster interest and engagement among students with reading and writing difficulties or a diagnosis of dyslexia.The drama activities were developed by me as a drama educator and underwent a validation process through semi-structured interviews with four experienced practitioners and subject matter experts.Their professional assessments formed the basis for iterative improvements of the design and highlighted various didactic challenges and opportunities.The goal is to develop concrete design principles and practical tools to enhance the teaching of Swedish for children aged 7-9.By combining theory with the practical application of drama activities, the study aims to contribute to a deeper understanding of how drama pedagogy can be integrated in an interdisciplinary manner into school-based leisure-time education.The intervention is intended to serve as a model for supporting phonological awareness and letter decoding in a playful and artistic way.