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Article Dans Une Revue Journal of Learning Disabilities Année : 2011

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

Elena Ise
  • Fonction : Auteur
Leo Blomert
  • Fonction : Auteur
Daisy Bertrand
Luis Faisca
  • Fonction : Auteur
Anne Puolakanaho
  • Fonction : Auteur
Nina L. Saine
  • Fonction : Auteur
Zsuzsanna Suranyi
  • Fonction : Auteur
Anniek Vaessen
  • Fonction : Auteur
Valeria Csepe
  • Fonction : Auteur
Heikki Lyytinen
  • Fonction : Auteur
Alexandra Reis
  • Fonction : Auteur
Gerd Schulte-Koerne
  • Fonction : Auteur

Résumé

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.

Domaines

Psychologie
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Dates et versions

hal-01440410 , version 1 (19-01-2017)

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Citer

Elena Ise, Leo Blomert, Daisy Bertrand, Luis Faisca, Anne Puolakanaho, et al.. Support Systems for Poor Readers: Empirical Data From Six EU Member States. Journal of Learning Disabilities, 2011, 44 (3), pp.228-245. ⟨10.1177/0022219410374235⟩. ⟨hal-01440410⟩

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