Reading is a complex unique human ability, which serves an essential role in the modern society. Learning how to read is of critical importance for individuals’ current and future success, which is closely related to their future professional career. However, not every child reads equally well, and some struggle acquiring the ability to read. The present project investigates whether play-based motor-cognitive training can enhance the direct instruction efforts, either by probing motor activities that scaffold attention and memory while learning reading related skills or by strengthening the attentional and memory resources used when learning to read. The project use different experimental interventions (varying in movement quality and characteristics) while learning to read. Furthermore, the project incorporates advanced technology such as Virtual Reality with eyetracking, TVA-computational modelling (TVA, Theory of Visual Attention) and brain scanning (EEG, electro-encephalography).