Fostering Reading Excellence at Every Level of School through Reading Clinics

Ortlieb, Evan; Grandstaff-Beckers, Gerlinde; Cheek, Earl H.

doi:10.1080/00098655.2011.601356

Cited by 12 publications

(2 citation statements)

References 19 publications

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“…Scaffolding is intended to serve as a temporary structure in supporting students in overcoming their struggles (Dixon, 1994; Ortlieb et al , 2012) and leading them toward independent literacy success (Tompkins, 2014). Providing modeling to learners allows them to develop their literacies as apprentices and contributors to their own learning (Kucer, 2014; Ortlieb, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Looking closer at reading comprehension

Ortlieb

McDowell

2016

ETPC

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Purpose Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill. Design/methodology/approach This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement. Findings There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance. Practical implications This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors. Originality/value This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Looking closer at reading comprehension

Ortlieb

McDowell

2016

ETPC

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“…Effective reading instruction improves students' reading attitudes and comprehension so that they may read to learn and read for enjoyment (Ortlieb, Grandstaff-Beckers, & Cheek, 2012). Appropriate reading instruction and remediation is framed on the notion of teaching students to read authentically.…”

Section: Specialists' Reading Practicesmentioning

confidence: 99%

Reading Specialists’ Perceptions and Pedagogical Practices towards Struggling Readers

Williams

Ortlieb

2014

IJE

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Though concentrated efforts have focused on scientifically based instructional skills compulsory for reading development, they have failed to address the relationship between reading attitude and reading performance. Literacy experts have widely acknowledged the importance of ongoing efforts towards instilling and maintaining a positive attitude and motivation for reading, especially as it pertains to struggling readers. Investigators sought to examine reading specialists' perspectives of struggling readers' attitudes towards reading and their teaching practices used to bolster students' attitudes and abilities to read. This case study investigation involved 10 reading specialists who reported explicit instruction of both decoding and comprehension skills was the most common contributor to students' negative attitudes about reading. Classroom teachers can combat this trend by implementing an array of reading strategies and providing more student-centered interventions from early grades through junior high school.

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Re‐Centering Students and Teachers: Voices from Literacy Clinics

Johnson,

Cavendish,

Waller

et al. 2024

The Reading Teacher

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A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student‐centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency. The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices.

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Fostering Reading Excellence at Every Level of School through Reading Clinics

Cited by 12 publications

References 19 publications

Looking closer at reading comprehension

Looking closer at reading comprehension

Reading Specialists’ Perceptions and Pedagogical Practices towards Struggling Readers

Re‐Centering Students and Teachers: Voices from Literacy Clinics

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