Effectiveness of using visualization and verbalization (v/v) technique in reading comprehension skill of children with autism in Bangladesh

Abstract

The main aim of the study is to find whether there is any relationship between visualization and verbalization (V/V) technique and reading comprehension skill among the children with autism. Moreover, the study has conducted to analyze the sociodemographic status of the participants and individual participant’s pre and post-performance of applying the technique having the specific objective, to analyze the individual participant’s pre and post-performance of applying the technique; to find out the differences in pre and post- performance of reading comprehension skill among the group after applying the visualization and verbalization technique. Following the objective, the researcher hypothesized that (Ha) there is a positive relationship the visualization and verbalization (V/V) technique and reading comprehension skill of the children with autism in Bangladesh where the null hypothesis (Ho) is there is no relationship the visualization and verbalization (V/V) technique and reading comprehension skill of the children with autism in Bangladesh. The study is a pre and post-test quasi experimental designed study where 8 participants of a special school in Savar, Bangladesh took place in the study. Their age range were from 9-12 years old. Each participant got 8 sessions of 20-25 minutes with applying visualization and verbalization (V/V) technique. Pre and post-test was done with reading comprehension part of Bangla modified version of Clinical Evaluation of Language Fundamentals-5 (CELF-5). The result showed that each participant has better performance in post-test considering pre-test. On the other hand, paired T-test result showed p value (0.000)< 0.5 so there was a significant positive relationship between V/V technique and reading comprehension skill among the children with autism.