Journal of learning disabilities · 2010
Support systems for poor readers: empirical data from six EU member states.
СтатьяМногоцентровое исследованиеПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Ise Elena, Blomert Leo, Bertrand Daisy, Faísca Luís, Puolakanaho Anne, Saine Nina L, Surányi Zsuzsanna, Vaessen Anniek, Csépe Valeria, Lyytinen Heikki, Reis Alexandra, Ziegler Johannes C, Schulte-Körne Gerd
Аннотация
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.