Abstract
Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught the preservice teachers both the "what" and "how" to teach struggling readers. This program supported the needs of a partner school while developing new teachers confident and prepared to meet the literacy needs of struggling readers.
Recommended Citation
Keesey, Susan; Allen, Charley Jo; Loy, Madison; and Schaefer, Amanda
(2018)
"Developing a Clinical Literacy Experience That Improves Outcomes for Students and Preservice Teachers,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 5:
Iss.
1, Article 2.
DOI: https://doi.org/10.61611/2995-5904.1005
Available at:
https://digitalcommons.murraystate.edu/ktej/vol5/iss1/2
Included in
Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Special Education and Teaching Commons