Document Type : Research Paper
Authors
1
physical education department, Farhangian university, Tehran. Iran
2
Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3
Primary school teacher, Department of Educational Sciences, Farhangian University, Ardabil, Iran
4
Assistance professor, University of Mohaghegh Ardabili, Faculty of Educational Sciences and Psychology, Department of biomechanics and sport injuries, Ardabil, Iran
10.22098/jld.2025.16612.2228
Abstract
Introduction: This study aims to analyze therapeutic approaches based on physical education for children with dyslexia and to review the existing scientific evidence in this field.
Methodology: A qualitative synthesis (Synthesis Research) approach was used to analyze and integrate the results of previous studies. The target population includes articles published between 2010 and 2024 in reputable databases such as PubMed, ERIC, Science Direct, SID, Google Scholar, and Magiran. After evaluating the scientific credibility and relevance of the articles, those meeting specific inclusion criteria were selected. The search, selection, and evaluation processes followed the PRISMA protocol to ensure transparency and reproducibility. A total of 57 articles were reviewed, and 25 were ultimately selected. Data analysis involved identifying and coding key concepts, leading to the extraction of 110 initial codes. These were further analyzed and categorized into 8 axial themes, resulting in the identification of 2 main and selective themes.
Findings: The study's findings indicate that primary factors contributing to dyslexia include perceptual, visual, attention and concentration problems, cognitive aspects, and postural disorders. Physical activity-based approaches, such as therapeutic exercise and visual-motor training, have proven effective in improving motor skills, balance, visual-motor coordination, cognitive performance, and social and psychological abilities in children with dyslexia.
Conclusion: The study suggests that integrating physical exercise, visual-motor exercises, and play-based methods into educational programs for children with dyslexia can enhance academic achievement and improve their quality of life. Furthermore, early diagnosis of motor difficulties and appropriate physical interventions are crucial in helping children overcome learning challenges.
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