Support Systems for Poor Readers: Empirical Data from Six EU Member States
Saved in:
| Title: | Support Systems for Poor Readers: Empirical Data from Six EU Member States |
|---|---|
| Language: | English |
| Authors: | Ise, Elena, Blomert, Leo, Bertrand, Daisy, Faisca, Luis, Puolakanaho, Anne, Saine, Nina L., Suranyi, Zsuzsanna, Vaessen, Anniek, Csepe, Valeria, Lyytinen, Heikki, Reis, Alexandra, Ziegler, Johannes C., Schulte-Korne, Gerd |
| Source: | Journal of Learning Disabilities. May-Jun 2011 44(3):228-245. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Reading Difficulties, Reading Ability, Remedial Teachers, Educational Change, Foreign Countries, Comparative Analysis, Questionnaires, Incidence, Teacher Attitudes, Teacher Collaboration, Identification, Cross Cultural Studies, Inservice Teacher Education, Reading Instruction, Instructional Effectiveness, Elementary School Students |
| Geographic Terms: | Finland, France, Germany, Hungary, Netherlands, Portugal |
| DOI: | 10.1177/0022219410374235 |
| ISSN: | 0022-2194 |
| 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. (Contains 9 figures, 4 tables and 2 notes.) |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2011 |
| Accession Number: | EJ923012 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. (Contains 9 figures, 4 tables and 2 notes.) |
|---|---|
| ISSN: | 0022-2194 |
| DOI: | 10.1177/0022219410374235 |
