Abstract

To know the impact of intervention on the parents’ participation in the education of children with reading and writing difficulties was studied in schools of Dharwad city. children studying in 6^th standard were drawn from 14 schools. Total samples of 418 children were screened based on the child’s previous academic performance of the class tests and teacher’s rating. They were further tested and identified as difficult children (180 in reading and 114 in writing) using Kannada reading and writing tests.  Normal children (165 in reading and 114 in writing) were also selected for comparison purpose. Findings of the study revealed that, at home, majority of children with reading difficulties (80%) studied on their own without any support from the family members. Only 39% of parents take care of their children’s studies as against 60% in case of normal children. Similar trend was observed in writing also. During intervention programme parents were sensitized regarding the importance of their participation and encouragement in their child’s education. Results showed that parent’s involvement significantly improved experimental children to achieve better in schools than children of control parents.

Key words: Reading difficult, writing difficult, intervention programme, parents involvement.