Parent-child play therapy effect on 10 to 12-Year-old student’ reading performance: a case of chinese male students with learning disabilities

This study's findings suggest that parent-child play therapy can effectively improve reading performance in children with learning disabilities. By strengthening parent-child communication skills and fostering a supportive environment, parent-child play therapy may enhance the self-confidence of children with learning disabilities, thereby facilitating significant improvements in reading skills. These findings can guide educators and therapists in designing interventions that emphasize parent-child interaction to improve literacy outcomes in educational settings. Furthermore, therapeutic settings may benefit from incorporating structured play therapy as a core strategy to target specific reading dimensions, such as Word Reading and Comprehension of Text.