Support systems for poor readers: Empirical data from six EU member states

Elena Ise, Leo Blomert, Daisy Bertrand, Luís Faísca, Anne Puolakanaho, Nina L. Saine, Zsuzsanna Surányi, Anniek Vaessen, Valeria Csépe, Heikki Lyytinen, Alexandra Reis, Johannes C. Ziegler, Gerd Schulte-Körne

Research output: Contribution to journalArticle

7 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)228-245
Number of pages18
JournalJournal of Learning Disabilities
Issue number3
Publication statusPublished - May 1 2011



  • poor reader
  • reading ability
  • remedial teacher
  • school
  • support

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

Cite this

Ise, E., Blomert, L., Bertrand, D., Faísca, L., Puolakanaho, A., Saine, N. L., Surányi, Z., Vaessen, A., Csépe, V., Lyytinen, H., Reis, A., Ziegler, J. C., & Schulte-Körne, G. (2011). Support systems for poor readers: Empirical data from six EU member states. Journal of Learning Disabilities, 44(3), 228-245.