Karahmadi Mojgan, Shakibayee Fereshteh, Amirian Hushang, Bagherian-Sararoudi Reza, Maracy Mohammad Reza
Associate Professor, Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
Associate Professor, Department of Psychiatry, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Iran J Psychiatry Behav Sci. 2014 Spring;8(1):51-8.
The present study aimed to evaluate the effect of parenting education on improvement of reading and writing disabilities in children.
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).
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.
Parenting education in mothers had a positive effect on the treatment of children with reading and writing disabilities.
None. Clinical Trial Registration-URL: http://www.irct.ir. Unique identifier: IRCT201101205653N1.
本研究旨在评估育儿教育对改善儿童读写障碍的效果。
对患有读写障碍的小学生及其母亲进行了一项随机对照试验。将受试者分为三组，每组26人。第一组（母亲教育组）接受6次每次1小时的新教育课程。第二组（标准组）接受12 - 15次针对学习障碍的标准教育课程，第三组（对照组）由患有学习障碍的学生组成，不接受任何治疗。研究工具包括读写测试和人口统计学问卷。在基线以及教育干预1个月和3个月后，通过前测和后测对三组进行评估。数据采用卡方检验、t检验和重复测量多元方差分析（MANOVA）进行分析。
母亲教育组的平均阅读速度进步最大。阅读速度、阅读准确性和拼写分数之间的比较具有统计学意义（F(2, 6) = 90.64；p < 0.001），但这些分数的平均值在三组之间无统计学意义（F(2, 67) = 0.583；p > 0.05）。母亲组在3个月干预后，平均阅读准确性大多有所提高。对照组的平均阅读准确性得分最低。
母亲的育儿教育对治疗儿童读写障碍有积极作用。
无。临床试验注册 - URL：http://www.irct.ir。唯一标识符：IRCT201101205653N1。
