TY  - CHAP
AB  - Purpose – This historical perspective highlights the evolution of reading clinics (also called literacy labs, centers, etc.) from medical-type clinics to instructional powerhouses for struggling readers. Of particular interest, also, is the development of teacher expertise while participating in reading clinics, particularly in the areas of reflection, a critical view of assessments, and using assessment to inform instruction. Furthermore, this chapter traces the history of research that has come out of reading clinics.Design/Methodology/Approach – A brief history of reading clinics since the 1920s is followed by a deep examination of some of the themes that have shaped more recent reading clinics and research that has emerged from the clinics: assessment, mandates, teacher reflection, and twenty-first Century Literacies.Practical implications – This chapter offers key information for stakeholders who are designing, establishing, or refining a reading clinic, either university-based or K-12 school-based.Social implications – Struggling readers and writers deserve and need experiences that help them acquire literacy skills, including reading and writing for twenty-first century purposes. Teachers need support as they navigate mandates from educational policy-makers, enhance their skills as literacy leaders and literacy coaches, and reflect on best practices.
VL  - 2
SN  - 978-1-78190-503-6, 978-1-78190-504-3/2048-0458
DO  - 10.1108/S2048-0458(2013)0000002004
UR  - https://doi.org/10.1108/S2048-0458(2013)0000002004
AU  - Laster B.P.
ED  - Evan Ortlieb
ED  - Earl H. Cheek
PY  - 2013
Y1  - 2013/01/01
TI  - A Historical View of Student Learning and Teacher Development in Reading Clinics
T2  - Advanced Literacy Practices
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 3
EP  - 20
Y2  - 2024/05/10
ER  -