Parental Involvement in Supporting Dyslexic Children: Impact of Home-Based Strategies and Educational Collaboration

Abstract

This paper assesses parental involvement and its impact on the academic outcomes of children with dyslexia for home-based interventions and schooling collaboration. Data was collected from 150 children, their parents, and educators utilizing a cross-sectional quantitative methodology. Parental involvement was measured with standardized questionnaires that tracked counts and types of home-based interventions, reading programs, and assistive technology; measures of collaboration with schools also included parent-teacher conferences and participation in IEPs. The findings revealed statistical improvements in reading and writing test scores among children whose parents are highly active; these students performed significantly better than their counterparts whose parents only provided minimum support. Frequency of parent-teacher conference positively relates to academic performance. The study shows that home-based solutions and strong co-operation with schools are equally important in improving the educational outcomes of dyslexic children, offering much-needed guidance to parents and teachers trying to help this demographic effectively.