Advanced Literacy Practices: From The Clinic To The Classroom (literacy Research, Practice And Evaluation)

'Advanced Literacy Practices: From the Clinic to the Classroom' includes salient information about clinical literacy practices that transfer to other settings. From historical perspectives to cutting edge instructional techniques, this edited text includes elements of designing literacy clinics, models of reading and writing practices, technology-based instruction, and frameworks for meeting the diverse needs of students. As the second volume in the series, Literacy Research, Practice, and Evaluation, notable authors share their perspectives as effective literacy clinic directors of how to enhance the literacy achievement of students. These first-hand accounts are critical as readers glean from their career-long devotion and decades of research, practice, and experimentation. Readers garner rich perspectives on literacy improvement through this research-based practical guide. It provides a current examination of issues and trends in clinical literacy practices appropriate for novice and experienced educators and researchers alike. FRONT COVER......Page 1 ADVANCED LITERACY PRACTICES: FROM THE CLINIC TO THE CLASSROOM......Page 4 COPYRIGHT PAGE......Page 5 CONTENTS......Page 6 LIST OF CONTRIBUTORS......Page 10 INTRODUCTION......Page 14 PART 1: FOUNDATIONAL ELEMENTS......Page 16 A HISTORICAL VIEW OF STUDENT LEARNING AND TEACHER DEVELOPMENT IN READING CLINICS......Page 18 READING CLINICS: STANDING THE TEST OF TIME......Page 20 BEGINNINGS: FROM ‘‘DUMB OR LAZY’’ TO A MEDICAL MODEL......Page 22 TRENDING WITH ‘‘WHAT’S HOT’’......Page 23 FOCUS ON ASSESSMENTS......Page 25 READING CLINIC AS A REFUGE: THE IMPACT OF FEDERAL, STATE, AND LOCAL MANDATES......Page 26 REFLECTIVE PRACTITIONERS......Page 28 INFUSING TWENTY-FIRST CENTURY LITERACIES......Page 29 LOOKING AHEAD......Page 31 REFERENCES......Page 32 CREATING A UNIVERSITY-BASED LITERACY CENTER......Page 36 THE PLANNING PROCESS......Page 38 DESIGNING A LITERACY CENTER POLICY MANUAL......Page 39 INSTRUCTIONAL PLANNING......Page 42 FORMAL AND INFORMAL ASSESSMENTS......Page 44 TEXTS, OUTCOMES, SKILL FOCUS, AND MOTIVATION......Page 45 DURING THE LESSON: GUIDED READING WITH A GRAPHIC ORGANIZER......Page 46 HOME/PARENT/FAMILY SUPPORT, ASSESSMENTS, REFLECTION......Page 47 CONCLUSION......Page 48 REFERENCES......Page 49 APPENDIX A......Page 51 APPENDIX B......Page 53 DESIGNING AN OFF-CAMPUS LITERACY CLINIC......Page 58 FOUNDATIONAL COMPONENTS INVOLVED IN DESIGNING AN OFF-CAMPUS CLINIC......Page 61 UNIVERSITY-BASED MODEL......Page 68 CONCLUSION......Page 71 REFERENCES......Page 74 COACHING FOR SUCCESS: UCF ENRICHMENT PROGRAMS IN LITERACY......Page 78 THE DEVELOPMENT OF THE UCF ENRICHMENT PROGRAMS IN LITERACY......Page 80 COACHING THROUGHOUT THE DATA COLLECTION PROCESS......Page 82 COACHING THROUGHOUT THE DATA ANALYSIS AND DECISION-MAKING PROCESS......Page 86 COACHING THE TUTORING DELIVERY PROCESS......Page 90 COACHING BEYOND THE CLINIC......Page 98 CONCLUSION......Page 99 REFERENCES......Page 100 CREATING AN OPTIMAL LEARNING ENVIRONMENT FOR STRUGGLING READERS......Page 102 SELF-DETERMINATION THEORY......Page 104 READING MOTIVATION......Page 110 THE UNIVERSITY OF MARYLAND READING CLINIC......Page 112 CONCLUSION......Page 123 REFERENCES......Page 126 PART 2: READING AND WRITING ELEMENTS......Page 130 VOCABULARY/COMPREHENSION-BASED MODELS OF READING CLINICS......Page 132 UNDERLYING THEMES OF READING FAILURE......Page 134 LARGE VOCABULARY BENEFITS......Page 136 VOCABULARY COMPONENTS FOR REMEDIATION/INSTRUCTION......Page 137 COMPREHENSION COMPONENTS FOR REMEDIATION/INSTRUCTION......Page 143 CONCLUSION......Page 148 REFERENCES......Page 149 WHEN KIDS CAN’T READ, WHAT A FOCUS ON FLUENCY CAN DO: THE READING CLINIC EXPERIENCE AT KENT STATE UNIVERSITY......Page 152 FLUENCY DEFINED......Page 154 THE READING CLINIC......Page 156 SCHMOKER’S UNFORTUNATE REALITIES (2006, PP. 17–18)......Page 160 ALLINGTON’S PRINCIPLES OF EFFECTIVE READING INSTRUCTION (2002, PP. 740–747)......Page 162 RESEARCH QUESTION......Page 165 DATA ANALYSIS......Page 166 DISCUSSION......Page 169 IMPLICATIONS FOR CLASSROOM INSTRUCTION......Page 170 CHILDREN’S SUCCESS IS OUR SUCCESS......Page 171 REFERENCES......Page 172 BUILDING WRITING COMMUNITIES AND PARTNERING WITH FAMILIES: MULTIPLE PERSPECTIVES FROM A WRITING PRACTICUM......Page 176 INTRODUCTION......Page 177 DESIGNING THE WRITING PRACTICUM......Page 178 PLANNING WITH THE SCHOOL DISTRICT......Page 179 PREPARING TO WRITE WITH CHILDREN AND FAMILIES......Page 180 CHILDREN’S WRITING......Page 182 GRADUATE STUDENTS REFLECT ON BUILDING COMMUNITIES OF WRITERS......Page 185 CHILDREN AND FAMILIES SHARE THEIR IMPRESSIONS......Page 186 PARTNERING WITH FAMILIES......Page 187 TRANSFER......Page 190 CONSIDERATIONS FOR TEACHER EDUCATORS......Page 191 CONCLUDING THOUGHTS......Page 192 REFERENCES......Page 193 PREPARING SPECIAL EDUCATORS TO TEACH READING: A PRE-STUDENT TEACHING PRACTICUM......Page 196 READING PRACTICUM EXPERIENCE......Page 200 OUTCOMES......Page 205 CONCLUSION......Page 209 REFERENCES......Page 210 TRANSFER AND TRANSFORMATION OF KNOWLEDGE AND PRACTICES FROM LITERACY CLINIC TO COMMUNITY......Page 212 INTRODUCTION......Page 213 THE STRUCTURE OF THE COUGAR LITERACY CLINIC......Page 214 THEORETICAL FRAMEWORK......Page 215 TRANSFER AND TRANSFORMATION OF LEARNING......Page 216 INTERSUBJECTIVITY THEORY......Page 217 SOCIAL CONSTRUCTIVIST THEORY......Page 218 SOCIOAL CULTURAL THEORY......Page 219 ASSESSMENT......Page 220 INSTRUCTION......Page 222 COACHING AND CONSULTATION......Page 223 SHARED LITERACY PRACTICES......Page 224 PLAN, TEACH, AND DEBRIEF LESSONS......Page 225 PROFESSIONAL LEARNING AND LEADERSHIP......Page 226 FAMILY, SCHOOL, AND COMMUNITY LITERACY CONNECTIONS......Page 228 CONCLUDING THOUGHTS......Page 230 REFERENCES......Page 231 PREPARING PRESERVICE TEACHERS TO DIFFERENTIATE INSTRUCTION FOR LINGUISTICALLY DIVERSE STUDENTS IN URBAN CLASSROOMS......Page 234 RATIONALE FOR REFOCUSING ATTENTION TO DIVERSITY WITHIN CLASSROOM TEACHING......Page 236 ‘‘CONTEXT COUNTS’’: MAINSTREAM LITERACY CLASSROOMS IN URBAN SCHOOLS......Page 237 ROLE OF THE TPA PERFORMANCE ASSESSMENT IN UNDERSTANDING AND SUPPORTING THE PRACTICUM SEMINAR AS A TRANSITION POINT......Page 238 SUPPORTIVE FRAMEWORKS FOR DIFFERENTIATING ENGLISH LANGUAGE ARTS INSTRUCTION......Page 239 KNOWLEDGE ABOUT LANGUAGE IS VITAL FOR ENGLISH LANGUAGE ARTS CONTENT INSTRUCTION......Page 243 REVIEWING A PRESERVICE SEMINAR WITH A FOCUS ON DIFFERENTIATING LITERACY INSTRUCTION IN URBAN ELEMENTARY CLASSROOMS......Page 244 EMBEDDING UDL AND SIOP AS ‘‘HOW’’ TO DIFFERENTIATE INSTRUCTION......Page 245 GUIDING LESSON PLANNING, TEACHING, ASSESSING AND REVISING WITHIN THE PRACTICUM......Page 247 UNPACKING ACADEMIC LANGUAGE IN THE CONTENT AREAS......Page 249 IMPLICATIONS AND DISCUSSION......Page 252 REFERENCES......Page 254 PART 3: TECHNOLOGICAL ELEMENTS......Page 258 TAKING TECHNOLOGY FROM CLINIC TO CLASSROOM......Page 260 PEDAGOGICAL CHOICES......Page 262 EMERGENT TO BEGINNING LITERACY SKILLS......Page 264 FLUENCY......Page 268 VOCABULARY DEVELOPMENT......Page 270 COMPREHENSION DEVELOPMENT......Page 272 WRITING......Page 274 ASSISTIVE TECHNOLOGIES......Page 276 CONCLUSION......Page 277 REFERENCES......Page 278 PROVIDING A ‘‘POCKET TUTOR’’: ENHANCING METACOGNITION THROUGH PODCASTED COMPREHENSION PROMPTS......Page 280 INTRODUCTION......Page 281 THE PROJECT......Page 283 WHAT WE LEARNED......Page 291 CONCLUSION......Page 292 REFERENCES......Page 294 APPENDIX: POCKET TUTOR PROJECT JOURNAL......Page 296 INNOVATIVE PRACTICES IN THE READING CLINIC: HELPING ‘‘DIGITAL NATIVES’’ INCORPORATE 21ST CENTURY TECHNOLOGIES......Page 298 INTRODUCTION......Page 299 DEFINING INFORMATION AND MEDIA LITERACIES......Page 301 THE ‘‘DIGITAL NATIVE’’ TEACHER CANDIDATE......Page 302 INCORPORATING TECHNOLOGY ACTIVITIES IN THE CLINIC......Page 303 CHALLENGES AND BENEFITS OF INCORPORATING TECHNOLOGY IN READING CLINICS......Page 309 FUTURE DIRECTIONS......Page 311 REFERENCES......Page 312 SUPPORTING STRUGGLING READERS AND LITERACY CLINICIANS THROUGH REFLECTIVE VIDEO PEDAGOGY......Page 318 CENTER FOR LITERACY AND READING INSTRUCTION: DIAGNOSTIC TEACHING MODEL......Page 321 VIDEO PEDAGOGY......Page 322 VIDEO PEDAGOGY AND REFLECTION THROUGH EXAMINATION OF PRACTICE: WHAT LITERACY EDUCATORS CAN LEARN THROUGH VIDEO-BASED RESEARCH......Page 326 PATTERNS OF ACQUISITION AND PARTICIPATION IN TALK BETWEEN NOVICE LITERACY SPECIALISTS AND A STRUGGLING READER......Page 328 FEEDBACK AND ENGAGEMENT IN A CLINICAL LITERACY INTERVENTION......Page 331 NOTE......Page 335 REFERENCES......Page 336 APPENDIX: DISCUSSION OR FURTHER EXPLORATION......Page 338 PART 4: COMPLEMENTARY ELEMENTS......Page 340 THE GRADUAL INCREASE OF RESPONSIBILITY MODEL: MENTORING FOR IMPROVED INTERVENTION......Page 342 INTRODUCTION: THE ROLE OF READING CLINICS AS A SUPPORT FOR STRUGGLING READERS......Page 343 SUCCESS FROM THE START: COACHES IN THE CLINIC......Page 344 THE GIR: A MODEL FOR SUCCESSFUL COACHING IN THE CLINIC......Page 345 GIR IN SCHOOLS AND DISTRICTS......Page 361 CONCLUSION......Page 362 REFERENCES......Page 363 PEER CONFERENCING: ADDING A COLLABORATIVE COMPONENT TO GRADUATE AND UNDERGRADUATE UNIVERSITY READING CLINICS......Page 368 INTRODUCTION......Page 369 HISTORICAL AND THEORETICAL FOUNDATIONS......Page 371 IMPLEMENTATION......Page 373 RESULTS OF THE CADRE CONFERENCING EXPERIENCE......Page 375 IMPLICATIONS......Page 376 REFERENCES......Page 378 KEEPING LEARNERS AT THE CENTER OF TEACHING......Page 382 BUILDING RELATIONSHIPS......Page 383 LEARNING FROM STUDENTS......Page 388 STRUCTURING OPPORTUNITIES FOR SUCCESS......Page 390 INTENTIONAL AND PURPOSEFUL LANGUAGE: EXAMINING OUR LANGUAGE CHOICES......Page 393 CONCLUSION......Page 396 REFERENCES......Page 398 INNOVATIVE PRACTICES: DEVELOPING EFFECTIVE COLLABORATION AND PARTNERSHIPS WITHIN SCHOOL-BASED READING CLINICS......Page 402 INTRODUCTION......Page 403 RESEARCH SUPPORT FOR TUTORING PROGRAMS......Page 404 RESEARCH IMPLICATIONS FOR TEACHER PREPARATION PROGRAMS......Page 406 PURPOSEFUL PARTNERSHIPS......Page 407 MODEL FOR USING A SCHOOL-BASED READING CLINIC TO SUPPORT STRUGGLING READERS......Page 412 EXAMPLES OF EFFECTIVE COMMUNITY PARTNERSHIPS......Page 414 SCAFFOLDING TEACHER CANDIDATES TO BECOME REFLECTIVE EDUCATORS......Page 417 REFERENCES......Page 419 Pt. 1: Foundational Elements -- A Historical View Of Student Learning And Teacher Development In Reading Clinics / B. P. Laster -- Creating A University-based Literacy Center / Debra Coffey ... [et Al.] -- Designing An Off-campus Literacy Clinic / Tammy Ryan -- Coaching For Success : Ucf Enrichment Programs In Literacy / Michelle Kelley And Taylar Wenzel -- Creating An Optimal Learning Environment For Struggling Readers / Rose Marie Codling -- Pt. 2: Reading And Writing Elements -- Vocabulary/comprehension-based Models Of Reading Clinics / Evan Ortlieb, Wolfram Verlaan And Earl H. Cheek, Jr. -- When Kids Can't Read, What A Focus On Fluency Can Do : The Reading Clinic Experience At Kent State University / Belinda Zimmerman, Timothy Rasinski And Maria Melewski -- Building Writing Communities And Partnering With Families : Multiple Perspectives From A Writing Practicum / Cheryl Dozier And Julie Smit -- Preparing Special Educators To Teach Reading : A Pre-student Teaching Practicum / Mary Anne Prater, Nari Carter And Jo Ann Munk -- Transfer And Transformation Of Knowledge And Practices From Literacy Clinic To Community / Stephanie L. Mcandrews And Shadrack G. Msengi -- Preparing Preservice Teachers To Differentiate Instruction For Linguistically Diverse Students In Urban Classrooms / Patricia Paugh And Mary Brady -- Pt. 3: Technological Elements -- Taking Technology From Clinic To Classroom / Lee Ann Tysseling And B. P. Laster -- Providing A Pocket Tutor : Enhancing Metacognition Through Podcasted Comprehension Prompts / Erica Bowers, Ula Manzo, Ann Tarantine And Melissa Base -- Innovative Practices In The Reading Clinic : Helping Digital Natives Incorporate 21st Century Technologies / Joan A. Rhodes -- Supporting Struggling Readers And Literacy Clinicians Through Reflective Video Pedagogy / Lynn E. Shanahan ... [et Al.] -- Pt. 4: Complementary Elements -- The Gradual Increase Of Responsibility Model : Mentoring For Improved Intervention / Vicki Collet -- Peer Conferencing : Adding A Collaborative Component To Graduate And Undergraduate University Reading Clinics / Sherrye Dee Garrett And Lucinda Marie Juarez -- Keeping Learners At The Center Of Teaching / Cheryl Dozier And Theresa Deeney -- Innovative Practices : Developing Effective Collaboration And Partnerships Within School-based Reading Clinics / Tammy Milby. Edited By Evan Ortlieb, Earl H. Cheek, Jr. Includes Bibliographical References.