Background: Specific Learning Disorders (SLD) are associated with progressive school failure, lowered self-esteem, and stress of children and their parents. Treatment programs provided by special education teachers can help improve the academic achievements in children with SLD.
Objective: To investigate reading achievement, self-esteem, child quality of life and parent quality of life in children with SLD and compare between these factors pre- and post-interventions.
Materials and Methods: The present study was an experimental study. The subjects were 16 school children (8 to 13 years) with SLD with impairment in reading. The children received 12-session reading program from special education teachers. The instruments employed in the present study were WRAT-THAI, Rosenberg’s self-esteem scale (RSE), Child quality of life (ThQLC), and parent quality of life (WHOQOL-BREF-THAI).
Results: The findings revealed statistically significant differences in reading achievement in WRAT-THAI, self-esteem, child quality of life in life perspective domain and child quality of life (parental report) in total score and family relationship domain. However, there was no statically significant difference in parent quality of life.
Conclusion: Participating in reading intervention program may have positive effects on self-esteem, and quality of life in addition to reading achievement. Increased self-esteem and improved quality of life may raise the children’s positive self-perception and satisfaction in life, which in turn improve their academic achievements. Implication to improve these functional domains is suggested when planning educational program and treatment for children SLD.

Keywords: Specific learning disorder; Quality of life; Self-esteem