Abstract

Dyslexia is a cognitive disorder that emerges as a reading difficulty in childhood. This reading disability reveals itself as the inability to read. Children with dyslexia have difficulty distinguishing visually identical letters, and they perceive writing as a series of scribbles. This makes it difficult for them to comprehend the written material. This study endeavor employs the Fernald method with the intention that it will aid in the improvement of the participants' reading skills. The experimental design was used to collect data for this study, which involved only one participant. The participants were given a 10-word reading comprehension test as the assessment instrument for this study. At the initial baseline examination, the respondent could consistently read only four out of ten words correctly throughout all four readings. This was the person's lowest score. After receiving four consecutive interventions based on the Fernald technique, the student was able to achieve a score of nine out of a possible ten points, demonstrating achievement. Before taking the drug, the student routinely scored nine out of a possible ten. Before the intervention, the situation was normal. The conclusion that can be drawn is that the employment of the Fernald technique is likely to result in an improvement in the subject's reading skills. The findings may aid parents and educators in assisting children with learning disabilities, such as dyslexia. In addition, the limitations and flaws of this study are provided at the bottom.