The Effectiveness of parent-child Play Therapy on improving Reading performance in students aged 8 to 10 years with learning disabilities

The aim of this study was to evaluate the effectiveness of parent-child play therapy on improving reading performance in children aged 8 to 10 years with learning disabilities. The method of the present study was quasi-experimental and its design was pretest-posttest and control groups. The statistical population of the study included the parents of 8 to 10 year old students who referred to specialized pediatric clinics (Tohid Counseling Center) in Isfahan in 1400. according to the inclusion criteria, 28 people were selected by available sampling method and randomly assigned to two experimental groups (14 people) and control (14 people). The experimental group underwent parent-child play therapy in 10 sessions of 90 minutes once a week, while the control group did not receive any intervention. The research tools were a reading performance questionnaire (Karami Nouri and Moradi, 2005 ). Research data were analyzed using analysis of variance. The results of the analysis showed that parent-child play therapy improves reading performance in students with learning disabilities (p <0.005). Therefore, it can be said that parent-child play therapy is an effective way to treat reading performance in children with learning disabilities.