Students with Reading Difficulties
Diagnostic Testing
The identification of students with reading difficulties is considered the responsibility of the school. In general, reading instruction focuses on the early detection of possible difficulties in reading, such as dyslexia. The detecting of reading difficulties is based on observations by the teacher. According to recommendations by the Standing Conference of the Ministers of Education and Cultural Affairs, the observation should include the student’s level of linguistic development, as well as social-emotional and motor abilities.42 Furthermore, the student’s motivation to learn reading and writing, as well as his or her abilities of perception, should be considered. In addition to the general recommendations, all states have special regulations for the diagnosis and remedial education of children with specific reading and spelling difficulties.
In North Rhine-Westphalia, for example, specific attention is given to students with reading and writing difficulties. These students fail to meet the basic goals of reading and writing instruction in Grades 1 and 2, or their performance in higher grades of primary school does not comply with the requirements over a period of more than three months. The decision is based on the teachers’ observations.
In Bavaria, another large state, students with dyslexia, which is viewed as difficult to treat, and students who have a temporary reading and writing difficulty are differentiated. Dyslexia usually is diagnosed only by a pediatrician together with an adolescent or school psychologist.43
There are no mandatory comprehensive screening tests in use to identify students with reading difficulties. In some states, such as Hamburg, Bremen, and Berlin, however, standardized tests frequently are administered to screen for students’ language needs. This occurs in approximately 80 percent of schools, whereas in other states less than 30 percent of students are screened.44
Instruction for Children with Reading Difficulties
All states provide directives according to which students with reading difficulties are supported within their classes. This includes the adaptation of teaching methods and workload to the needs and capacities of these students (internal differentiation). To provide individual assistance to students with difficulties in reading and spelling, individualized remedial programs or plans are developed by the teacher in cooperation with other teachers and the student’s family. The remedial measures also can include small group and individual teaching (external differentiation).
In the case of external differentiation, remedial courses or additional support courses are offered. While such courses are frequently offered, special support programs for reading, reading comprehension, reading fluency, and phonological awareness are not common. Based on survey data of school principals, 30 percent of primary schools in Germany have such programs for students with reading difficulties. Measures to support more frequent reading by students are widely used.45