title: Support systems for poor readers: empirical data from six EU member states.
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.
authors.affiliation: Department of Child and Adolescent Psychiatry, University of Munich, Munich, Germany.
authors.forename: Elena
authors.initials: E
authors.lastname: Ise
authors.forename: Leo
authors.initials: L
authors.lastname: Blomert
authors.forename: Daisy
authors.initials: D
authors.lastname: Bertrand
authors.forename: Luís
authors.initials: L
authors.lastname: Faísca
authors.forename: Anne
authors.initials: A
authors.lastname: Puolakanaho
authors.forename: Nina L
authors.initials: NL
authors.lastname: Saine
authors.forename: Zsuzsanna
authors.initials: Z
authors.lastname: Surányi
authors.forename: Anniek
authors.initials: A
authors.lastname: Vaessen
authors.forename: Valeria
authors.initials: V
authors.lastname: Csépe
authors.forename: Heikki
authors.initials: H
authors.lastname: Lyytinen
authors.forename: Alexandra
authors.initials: A
authors.lastname: Reis
authors.forename: Johannes C
authors.initials: JC
authors.lastname: Ziegler
authors.forename: Gerd
authors.initials: G
authors.lastname: Schulte-Körne
mesh_terms: 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