While most international educational development projects are engaged in capacity development, trainings rarely have enough depth to result in lasting changes in the capacity of local stakeholders. The case of the Nigeria Centre for Reading, Research and Development (NCRRD) at Bayero University Kano used a different model. Six NCRRD faculty spent…

In this case study, the researcher closely examined an active, university-based reading clinic. In particular, this study explored the experiences and perspectives of the stakeholders regarding the reading clinic. It also sought to identify major factors contributing to the sustainability and growth of the reading clinic. The first research…

This mixed methods study explores reflective analytical practices of novice teachers who taught in a University Reading Clinic just prior to student teaching. Novices' reflective practices are compared to reflective practices of experienced teachers in a pilot study in the same setting. A theoretical model of novices' reflective analytical…

The procedures utilized by the Learning Assistance Center at the University of California, Davis Campus, to evaluate its programs and the subsequent ongoing evaluation process were described in this paper. In order to gather the needed information, four different evaluation techniques were utilized. The first technique was to collect general…

Contains a humorous dialog between a university professor and the director of a district educational center, describing some of the effects of specialization in reading. (RB)

Argues that collecting book reviews from local, regional, and national newspapers, categorizing them by literary genre, and regularly updating the collection can motivate developmental students in choosing books for oral or written reports. (RS)

Discusses the many facets of reading labs and their use in English-as-a-Second-Language programs. Examples from one teacher's experiences are provided. (Author/VWL)

Hunter College has set up a Reading Resource Center where students receive individualized help in specific problem areas not covered in their reading classes and where teachers can find materials either for their own edification or for use in the classroom. (Author)

Determines (1) the nature of clinical experiences for reading specialists provided at various educational institutions; (2) perceptions of graduates regarding the value of their experiences; (3) practices used in their current teaching roles; and (4) the degree of congruence between what they experienced and their current practices. Finds that the…

Offers a brief overview of shifting models in reading instruction. Presents the holistic model which guides instruction at the reading center of a midwestern state university. Illustrates the model with entries from a tutor's diary. (SR)

Introduces a system for providing an environment in which leadership skill development for graduate students is accomplished through mentoring of undergraduate apprentices. Finds that mentorship in a Graduate Reading Center aids the pre-Reading Specialists in developing these skills. (SG)

The activities of the reading/writing center at the University of Minnesota Technical College are described in this paper. Following a brief discussion of the background of the center and its rationale, the paper provides (1) steps in planning effective reading and writing strategies, (2) examples of reading/writing assignments, and (3) ways to…

Students from four academic areas, education, social work, psychology, and communicative disorders, are trained in clinical assessment procedures at the Clinical Training Center at San Diego State University. (MKM)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)