Purpose – The chapter provides the reader with an overview of how teacher preparation programs can utilize a school-based reading/literacy clinic model within university coursework. Information on how to successfully scaffold teacher candidates into becoming more reflective educators through the use of a reading clinic model is provided. Details for partnering with community organizations to provide tutoring support for struggling readers is illustrated.
Methodology/approach – The research support for utilizing tutoring programs is shared. Implications for teacher preparation programs seeking to develop literacy experiences for preservice and practicing educators are depicted. This book chapter describes a framework for establishing and maintaining tutoring partnerships within communities.
Practical implications – The author provides examples of effective community partnerships with suggestions and techniques for developing new programs and/or partnerships. Practical tips for establishing and maintaining tutoring programs which are composed of innovative practices are included.
Social implications – The key element of effective tutoring programs is to improve student achievement in literacy. Educators must build meaningful and thought-provoking literacy practices into the tutoring setting. A model for using a tutoring approach supportive of struggling readers is described. The components for effectively designing and preserving a reading clinics program are shared.
Milby, T. (2013), "Innovative Practices: Developing Effective Collaboration and Partnerships within School-Based Reading Clinics", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 387-406. https://doi.org/10.1108/S2048-0458(2013)0000002022
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