Abstract

A survey of 229 first-grade students and 47 teachers at To Hieu Primary School in Dak Lak Province identified several common reading difficulties, including confusion between similar letters and sounds, limited comprehension, slow decoding, and word omission. Based on these findings, an eight-lesson intervention using the visual, auditory, kinesthetic, and tactile (VAKT) approach was conducted with 39 students in Class 1D. The results showed improvements in learning interest (M = 2.11–2.62), attention (M = 2.26–2.68), active participation (M = 2.32–2.63), and overall reading performance (M = 2.03–2.60). These findings provide preliminary evidence of the effectiveness of the multisensory approach in supporting first-grade students experiencing reading difficulties.

Keywords: First-grade students, multisensory approach (VAKT), reading difficulties, reading instruction.