Effectiveness of visual auditory kinesthetic tactile technique on reading level among children with dyslexia at Helikx Open School and Learning Centre, Salem

Abstract

Background: Each and every child is special, born with a unique talent to explore this world. The word dyslexia is derived from the Greek language in which dys means “poor” or “inadequate” and lexis means “words” or “language”. Dyslexia describes about a different kind of mind, which is often gifted and productive, that learns the concept differently. Objectives: The main aim of the study was to bring the positive outcome of the reading level by examining the effectiveness of visual, auditory, kinesthetic, and tactile (VAKT) technique on reading level among children with dyslexia studying at Helikx Open School and Learning Centre. Materials and Methods: A Quasi-experimental one-group pretest–posttest design was adopted for this study. The reading level was assessed by using the Schonell Graded Word Reading Test. Thirty subjects were drawn by using purposive sampling technique and the intervention VAKT technique was used for children with dyslexia for 30 consecutive days followed by the post-reading level assessment, which revealed the improvement in the mean score value by 12%. Results: Multisensory (VAKT) teaching uses all learning pathways in the brain (visual, auditory, kinesthetic, and tactile) to enhance memory and learning and the ability of uplifting emotional, physical, and societal dimensions. Conclusion: VAKT is an effective method to improve the reading skill of the children with dyslexia, which ensures the enormous significance of learning, thereby influencing the wholesomeness of the child’s life.