Abstract
Educators increasingly employ strategies of teaching concepts, e.g. in maths, through bodily activity and awareness, following the framework of embodied cognition. In literacy curricula, however, such whole-body enrichments are less common.
Combining an embodied view of reading with a holistic and constructivist approach to educational research, we present a qualitative design in which primary students are prompted to reflect on various embodied facets of their narrative experiences.