Family Perspectives of University Reading Clinic/Literacy Lab Experiences: What Matters

Abstract

Family partnerships should be a central component of teacher preparation. Although research provides family engagement strategies, little research offers teacher educators guidance from the perspectives of families themselves. The purpose of this convergent mixed-method study was to begin to fill the void in the literature by investigating family perspectives of theirs and their children’s experience in 10 reading clinic/literacy lab literacy specialist preparation programs across the United States and Canada. Through analysis of survey ratings ( N = 132) and responses to structured interviews to ( N = 84), this study found that families valued clinic/lab tutors building relationships with them, responding to their children’s strengths and needs, promoting self-efficacy, and working together as partners. Methods used in this study can provide a useful model for how teacher educators can intentionally seek input from families. Findings have implications for teacher educators advocating for and centering family engagement in teacher preparation.