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A study to determine the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio

Bevans, Jessica Gail
http://rave.ohiolink.edu/etdc/view?acc_num=osu1094584978

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
This research explored the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio. Survey results were collected from 42 colleges and universities. On-site visits were held at eight colleges and universities. Research questions for this study investigated four areas of clinical work. The questions were (1) what are the characteristics of readers attending reading clinics, (2) what research/theory(ies) inform instruction in the reading clinic, (3) how does the reading clinic fit within the mission of the college or university, (4) what are the typical activities that take place (for the director, tutor, and child) in the reading clinic, and (5) what are the factors that support/inhibit a successful reading clinic? Results from the survey data indicated that 26 out of 42 teacher education institutions in the state of Ohio currently offered training in a reading clinic setting to preservice and inservice teachers. Of the colleges and universities providing clinical training in reading instruction, 60% were held off-site and 40% were held on the college or university campus. On-site visitations yielded information about the nature of the reading clinics and the day-to-day operations taking place at those sites. In addition, visits provided the opportunity to clarify and expand upon information gathered in the reading clinic survey. Clear strengths of the program were the perceived connection of theory to practice for preservice and inservice teachers, providing service to the community through outreach programs, and providing remedial services for struggling readers. This study suggests that the experience gained in the reading clinic provides a unique opportunity for teachers to work with students in a supportive environment. Further, preservice and inservice teachers have the opportunity to use the theory learned in reading courses in real situations, thus strengthening the connections between theory and practice. Finally, this study discusses the strengths and weaknesses of reading clinics and how the factors that support and inhibit clinical work affect the clinical model of reading instruction.
Patricia Scharer (Advisor)
326 p.
Education, Reading
Reading Clinics; Ohio Reading Programs; Reading Endorsments; Reading Education; Teacher Training; Teacher Preparation; Reading Teacher; Professional Training in Reading Education; Clinical Education; Reading Preparation

Recommended Citations

Citations

  • Bevans, J. G. (2004). A study to determine the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094584978

    APA Style (7th edition)

  • Bevans, Jessica. A study to determine the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1094584978.

    MLA Style (8th edition)

  • Bevans, Jessica. "A study to determine the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094584978

    Chicago Manual of Style (17th edition)

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© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.