ERIC Number: EJ1435701
Record Type: Journal
Publication Date: 2024-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Re-Centering Students and Teachers: Voices from Literacy Clinics
Tracy Johnson; Leslie M. Cavendish; Rachael Waller; Mary Hoch; Shelly Huggins; Tiffany Gallagher; Pelusa Orellana; Barbara Vokatis; Brian Flores
Reading Teacher, v78 n2 p98-105 2024
A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student-centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: "multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency." The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices.
Descriptors: Literacy, Clinics, Supplementary Education, Teaching Methods, Reading Instruction, Student Centered Curriculum, Multiple Literacies, Influences, Evaluation, Personal Autonomy
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A