2010
DOI: 10.1177/0022219410374235 View full text |Buy / Rent full text
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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 characteriz… Show more

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“…In the present study, the base rate was set to match estimates of how many students receive intervention in Danish practice, but practice may differ (Ise et al, 2011). It should be kept in mind that the positive rate is dependent on sample characteristics.…”
Section: Discussionmentioning
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“…In the present study, the base rate was set to match estimates of how many students receive intervention in Danish practice, but practice may differ (Ise et al, 2011). It should be kept in mind that the positive rate is dependent on sample characteristics.…”
Section: Discussionmentioning
“…Thus, the total positive rate will tend to be high if the base rate is high. In the present study, the base rate was set to match estimates of how many students receive intervention in Danish practice, but practice may differ (Ise et al, 2011). In other screening studies, base rates have varied quite substantially from 3% (Compton et al, 2006) to 20% and 40% (Johnson et al, 2009), which probably reflects that studies differ in who they want to identify, for example either students who can be expected to experience academic difficulties, or students who could benefit from some sort of additional attention.…”
Section: Discussionmentioning
“…Large‐scale cross‐linguistic comparisons are faced with critical methodological problems concerning (a) selection of adequate tasks to measure the relevant cognitive constructs (b) lack of a common metric adequately describing linguistic and orthographic differences and (c) possible differences in the diagnosis of dyslexia between countries. There are enormous differences in how dyslexia is diagnosed in the various national school and health care systems and also in the kind of support systems that are available to dyslexic individuals (Ise et al., 2011). A major advantage of NEURODYS is that within the project, the same ICD‐10 (World Health Organization, 2008) based criteria were applied: Children with more general learning, attentional or neurological problems and children whose first language was not the instructional language were not admitted to the study.…”
Section: Methodsmentioning
“…The teachers in the participants' elementary school were not encouraged to use the GL learning game with the pupils, although usage was not forbidden. The typical situation in Finnish schools is that some teachers use computer-based means (e.g., GL) in addition to traditional training methods that support children with reading delays (see, e.g., Ise et al, 2011). All participating children were ethnically Finnish, spoke Finnish as their native language, and had no reported mental, physical, or sensory deficiencies.…”
Section: Participantsmentioning