Originality/value – This chapter shows how a summer reading clinic strives to apply research-based, common sense factors that matter most in teaching struggling students to read in intervention and classroom settings. Some of the factors such as the importance of instructional routine, time-on-task, text selection, targeted teaching, and instructional talk are considered key to the successful implementation of the FDL and the clinical experience.
Zimmerman, B., Rasinski, T. and Melewski, M. (2013), "When Kids can’t Read, What a Focus on Fluency can do: The Reading Clinic Experience at Kent State University", Ortlieb, E. and Cheek, E. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 137-160. https://doi.org/10.1108/S2048-0458(2013)0000002010Download as .RIS
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