title: Efficacy of parenting education compared to the standard method in improvement of reading and writing disabilities in children.
abstract: OBJECTIVE
  The present study aimed to evaluate the effect of parenting education on improvement of reading and writing disabilities in children.
  
  
  METHODS
  A randomized controlled trial was done on primary school students with reading and writing disabilities and their mothers. The subjects were divided into three groups with 26 members in each group. The first group (mothers' education group) received 6 one-hour new educational sessions. The second group (standard group) received 12-15 standard educational sessions for learning disability, and the third group (control group) which consisted of students with learning disability did not receive any treatments. Research instruments included reading and writing tests, and demographic questionnaire. The three groups were evaluated via pretest and posttests at baseline and after one and three months of educational interventions. Data were analyzed using the chi-square, t-test, and repeated measures multivariate analysis of variance (MANOVA).
  
  
  RESULTS
  The mean reading speed had the most progression in the mothers' education group. Comparison among reading speed, reading accuracy, and spelling scores has been statistically significant (F 2, 6 = 90.64;p < 0.001) but the mean of these scores has been insignificant among the three groups (F 2, 67 = 0.583;p > 0.05). The mean reading accuracy, mostly increased after 3-month interventions in the mothers group. The control group had the lowest mean reading accuracy scores.
  
  
  CONCLUSIONS
  Parenting education in mothers had a positive effect on the treatment of children with reading and writing disabilities.
  
  
  BACKGROUND
  None. Clinical Trial Registration-URL: http://www.irct.ir. Unique identifier: IRCT201101205653N1.
authors.affiliation: Associate Professor, Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
authors.forename: Mojgan
authors.initials: M
authors.lastname: Karahmadi
authors.affiliation: Associate Professor, Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
authors.forename: Fereshteh
authors.initials: F
authors.lastname: Shakibayee
authors.affiliation: Associate Professor, Department of Psychiatry, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
authors.forename: Hushang
authors.initials: H
authors.lastname: Amirian
authors.affiliation: Associate Professor, Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
authors.forename: Reza
authors.initials: R
authors.lastname: Bagherian-Sararoudi
authors.affiliation: Associate Professor, Department of Epidemiology and Biostatics, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
authors.forename: Mohammad Reza
authors.initials: MR
authors.lastname: Maracy
keywords: Learning Disability; Parenting Education; Reading Disability; Writing Disability