6533b7d8fe1ef96bd126a4b0

RESEARCH PRODUCT

Support Systems for Poor Readers: Empirical Data From Six EU Member States

Alexandra ReisJohannes C. ZieglerAnne PuolakanahoLuís FaíscaZsuzsanna SurányiHeikki LyytinenDaisy BertrandValéria CsépeNina L. SaineAnniek VaessenElena IseLeo BlomertGerd Schulte-körne

subject

MaleEmpirical datareading abilityHealth (social science)TEACHER JUDGMENTSAdolescentpoor readerschoolGENERAL EDUCATORSINSTRUCTIONSTUDENTSEducationDyslexiaEARLY LITERACYSurveys and QuestionnairesMathematics educationHumansMainstreamCross-culturalmedia_common.cataloged_instance0501 psychology and cognitive sciencesKNOWLEDGEEuropean unionChildRemedial educationMETAANALYSISmedia_commonSchoolssupport4. EducationMember states05 social sciencesSocial Support050301 educationQuestionnaireEuropeReadingREADING PROBLEMSGeneral Health Professions[SCCO.PSYC]Cognitive science/PsychologyEducational StatusFemaleSupport systemPsychology0503 educationremedial teacher050104 developmental & child psychologySPELLING SKILLS

description

International audience; 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.

yearjournalcountryeditionlanguage
2011-06-01
10.1177/0022219410374235https://hal.archives-ouvertes.fr/hal-01440410