Prompting-fading with Visual, Auditory, Kinesthetic, Tactile (VAKT) Media for Reading Skills of Dyslexia Children

Abstract

Dyslexia children have problems with recognition, data accuracy, poor decoding, and poor spelling skills. Of course they need appropriate learning or implement the advantages they have. There are several intervention methods that can overcome the learning difficulties of children with dyslexia, one of which is using multisensory (VAKT). This VAKT method maximizes the implement of the senses in its intervention. The implementation of VAKT can be collaborated with prompting-fading in dyslexic children. The purpose of this study was to determine whether the prompting-fading technique with VAKT media could improve early reading skills in dyslexic children in elementary school. This study uses a quantitative approach with a single-case experimental design. The instrument used in this study refers to the Early Grade Reading Assessment (EGRA). The results showed an increase in the initial reading ability score in dyslexic children. It can be concluded that the prompting-fading technique with VAKT media is able to improve the early reading ability of dyslexia children. Keywords: early reading ability, dyslexia, prompting-fading, VAKT media