Support systems for poor readers: empirical data from six EU member states

E. Ise, L. Blomert, D. Bertrand, L. Faísca, A. Puolakanaho, N.L. Saine, Z. Surányi, A. Vaessen, V. Csépe, H. Lyytinen, A. Reis, J.C. Ziegler, G. Schulte-Körne

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Abstract

This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems differed substantially, with effective support systems showing high performance on all variables measured. More specifically, effective support systems were characterized by (a) high levels of both teacher and student support and (b) frequent interactions between teachers and remedial teachers as well as between remedial teachers and diagnosticians. The high prevalence of poor reading ability in the current EU member states demonstrates that educational reforms are critically needed. The results of this study provide concrete starting points for improving support systems for poor readers.
Original languageEnglish
Pages (from-to)228-245
Number of pages18
JournalJournal of Learning Disabilities
Volume44
Issue number3
DOIs
Publication statusPublished - 1 Jan 2011

Keywords

  • reading ability
  • poor reader
  • support
  • school
  • remedial teacher
  • READING PROBLEMS
  • GENERAL EDUCATORS
  • TEACHER JUDGMENTS
  • SPELLING SKILLS
  • EARLY LITERACY
  • INSTRUCTION
  • KNOWLEDGE
  • SCHOOL
  • STUDENTS
  • METAANALYSIS

Cite this

Ise, E., Blomert, L., Bertrand, D., Faísca, L., Puolakanaho, A., Saine, N. L., Surányi, Z., Vaessen, A., Csépe, V., Lyytinen, H., Reis, A., Ziegler, J. C., & Schulte-Körne, G. (2011). Support systems for poor readers: empirical data from six EU member states. Journal of Learning Disabilities, 44(3), 228-245. https://doi.org/10.1177/0022219410374235