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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.<\/jats:p>","DOI":"10.1177\/0022219410374235","type":"journal-article","created":{"date-parts":[[2010,7,9]],"date-time":"2010-07-09T00:02:10Z","timestamp":1278633730000},"page":"228-245","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Support Systems for Poor Readers: Empirical Data From Six EU Member States"],"prefix":"10.1177","volume":"44","author":[{"given":"Elena","family":"Ise","sequence":"first","affiliation":[{"name":"University of Munich, Munich, Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Leo","family":"Blomert","sequence":"additional","affiliation":[{"name":"Maastricht University, Maastricht, Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Daisy","family":"Bertrand","sequence":"additional","affiliation":[{"name":"Aix-Marseille 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