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It is known that the specific learning disorder is linked to risk of school failure and emotional disturbance. The aim of this study is to grasp the clinical view of specific learning disorder and the incidence of parental support on the reading disabilities of students. Using the qualitative study approach, four school children (age included between 10 to 12) were selected in Government Bilingual Primary School (GBPS) at Kumba I council (Cameroon) base on eligibility criteria. The students have participated in this study with their parents. The semi-structured interview guide was used to collect data which were analyzed through the thematic content analysis. The result shows that the lack of parental support impacts on student’s level of reading disabilities. This situation negatively affects the cognitive development of a student because, the construction of knowledge inevitably involves reading and writing. The significant link between parent-child’s quality relationship and student’s reading disability shows that peculiar importance should be given to family factors in such a context. In conclusion, this study highlights the importance of parental support of students and show how it can reduces difficulties in their academic performance. It can also reduce their psychological difficulties as anxiety, low self-esteem and other behavioral difficulties. There is a need of parental training session with collaboration of school community in such a context, to help parents identify the learning difficulties of their children and to be more psychologically supportive with their children.

Specific Learning Disorder in School: Clinical View of Parental Support on Student Reading Disabilities