Re-Centering Students and Teachers: Voices from Literacy Clinics

Tracy Johnson*, Leslie M. Cavendish, Rachael Waller, Mary Hoch, Shelly Huggins, Tiffany Gallagher, Pelusa Orellana, Barbara Vokatis, Brian Flores

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
JournalReading Teacher
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 International Literacy Association.


  • Affective influences, Motivation/engagement
  • Assessment
  • Choice, preference
  • Instructional intervention
  • Instructional strategies, teaching strategies, Strategies, methods, and materials
  • Mandates
  • Ongoing assessment
  • Self-efficacy, Policy
  • Survey, Strategies, methods, and materials
  • To inform instruction, as inquiry, Motivation/engagement
  • Tutoring, Struggling learners


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