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Backgrounds Developmental disabilities exert severe physical, cognitive and social-emotional consequences, such as low quality of life, not only on children but also on their families. However, the extent of the effect of such consequences on quality of life is partially dependent on how parents address the situation. Aims The study aimed to examine whether positive parenting mediates the link between parental resilience and quality of life of children with a developmental disability in Indonesia. Methods and procedures Data were derived from a three-wave longitudinal study on 497, 224 and 209 families in waves one, two and three, respectively. The study determined parental resilience by assessing the knowledge of parents about the characteristics of their child, perceived social support and positive perception of parenting. Quality of life consisted of five aspects: material well-being, communication and influence, socio-emotional well-being, development and activity. Positive parenting was assessed through observed levels of support, encouragement and praise. Conclusions and implications The results demonstrated that positive parenting mediated the impact of positive perception of parenting on quality of life. This finding implies that positive perception and positive parenting should be encouraged when families with children with developmental disabilities receive care or support.

Background The lexical quality hypothesis proposes that successful reading comprehension requires high quality lexical representations, which allow for efficient retrieval. These retrieval operations have however not been specified. Methods We investigated the contribution of semantic retrieval to reading comprehension in 119 Dutch children in the upper grades of primary school, while taking decoding skills and vocabulary size into account in a longitudinal design. By using verbal fluency tasks, we measured retrieval in line with the structural organisation of the mental lexicon and additionally, a more controlled search through the mental lexicon. Results Semantic retrieval assessed in grade 5 accounted for variance in reading comprehension in grade 6, in addition to variance accounted for by vocabulary size and reading comprehension in grade 5. Conclusions The ability to search through the mental lexicon, along the lines of its hierarchical structure, is important for children's reading comprehension development in the upper primary grades.