Supporting young struggling readers at Success for All schools in the United States and the Netherlands: Comparative case studies

Mariëtte Hingstman*, Simone Doolaard, Matthijs J. Warrens, Roel Bosker

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Success for All, a multi-tiered school reform program, has its origins in the US and has recently expanded to the Netherlands. Using a multiple case study approach, we investigated similarities and differences in the way struggling readers are supported at two Success for All schools in the US and two in the Netherlands. First- and second-grade teachers and other staff members involved in the implementation of Success for All and the support of struggling readers were interviewed. We concluded that American and Dutch interviewees agreed on the benefits of Success for All for struggling readers, such as the engaging whole-class lessons and the possibility to offer tutoring. Furthermore, in both countries a tension was observed between the scriptedness of Success for All and the need for flexibility in the support of struggling readers. Regarding differences, we observed that both contextual and cultural factors led to variations in the way struggling readers are supported.
Original languageEnglish
Article number1745499920975984
Pages (from-to)22-42
Number of pages21
JournalResearch in Comparative and International Education
Issue number1
Early online date27-Nov-2020
Publication statusPublished - 1-Mar-2021


  • Struggling readers
  • students at risk
  • response to intervention
  • Success for All
  • school reform
  • multiple case study
  • qualitative research
  • comparative education

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