Introduction: The perceived information needs of teachers who specialize in reading instruction for at-risk first graders were studied and related to frameworks for the role of social context in information needs, seeking and use. The frameworks considered were: disciplinarity, role theory in work settings, small worlds and information grounds and…

In this article, we explore how members of a teacher conversation group, focused on primary students' learning, circulated and instantiated a cultural model of what teaching for literacy meant and how young children learned. We show how, over time, particular discourses around literacy as a quantifiable and measurable skill populated teachers',…

While diagnosis is generally considered a vital element in reading clinicians' expertise, research has revealed that even degreed, experienced reading clinicians display little personal consistency or agreement with one another when diagnosing simulated cases of reading difficulty. Three studies were conducted to determine if systematizing the…

To function effectively, a reading specialist must be trained to diagnose reading difficulties, prescribe and implement appropriate treatment, and work effectively with both teachers and children in an interpersonal environment. As an alternative solution to the traditional campus reading clinic, a dual based clinic was established with theory and…