Support systems for poor readers: empirical data from six EU member states.
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.
Ise
Elena
E
Department of Child and Adolescent Psychiatry, University of Munich, Munich, Germany.
Blomert
Leo
L
Bertrand
Daisy
D
Faísca
Luís
L
Puolakanaho
Anne
A
Saine
Nina L
NL
Surányi
Zsuzsanna
Z
Vaessen
Anniek
A
Csépe
Valeria
V
Lyytinen
Heikki
H
Reis
Alexandra
A
Ziegler
Johannes C
JC
Schulte-Körne
Gerd
G
D000293:Adolescent; D002648:Child; D004410:Dyslexia / Q000453:epidemiology / Q000523:psychology*; D004522:Educational Status; D005060:Europe / Q000453:epidemiology; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D012574:Schools; D012944:Social Support; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires