Literacy Clinics During COVID-19: Voices that Envision the Future

Laster, Barbara; Butler, Melinda; Waller, Rachael; Vasinda, Sheri; Hoch, Mary; Orellana, Pelusa; Rhodes, Joan A.; Deeney, Theresa A.; Scott, D. Beth; Gallagher, Tiffany L.; Cavendish, Leslie M.; Milby, Tammy; Rogers, Rebecca; Johnson, Tracy; Msengi, Shadrack Gabriel; Dozier, Cheryl; Huggins, Shelly; Gurvitz, Debra

doi:10.1080/19388071.2022.2134064

Cited by 3 publications

(1 citation statement)

References 36 publications

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“…To understand how literacy clinics responded during the pandemic, members of a Literacy Lab/Reading Clinic Study Group designed, administered, and analyzed a national survey of lab/clinic directors to capture their thoughts about this time of rapid transformation (Laster et al, 2022). A subset of the study group interested in family engagement analyzed the following survey question: In what ways did your changes during the pandemic afford or constrain parents’/caregivers’ participation and [ teachers’ ] communication with families ?…”

Section: Methodsmentioning

confidence: 99%

Reimagining Family Engagement in Online Literacy Clinics During the Pandemic

Rogers,

Dozier,

Deeney

et al. 2023

Literacy Research: Theory, Method, and Practice

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During the dual pandemics of COVID-19 and continuing racial injustices, many literacy clinics pivoted to online instruction. Educators were now in students’ homes for virtual literacy lessons. To understand how literacy clinics responded, teacher educators analyzed a national survey of clinic directors’ perspectives. Analysis regarding family communication and participation led to six categories: parent involvement, communication, family presence, learning with families v. teaching families, diminished/enhanced experiences, and access/digital divide. Contrasting examples from these categories were chosen to create a research-based verbatim audio play. Teacher educators then used fieldnotes, artifacts, and transcripts from their clinical experiences to create vignettes of clinic instruction, which they then put into dialogue with survey findings to reconceptualize, animate, and (re)present these as navigating digital divides/access, challenging school-centric definitions of family literacy, and building community with families in online settings. Findings from this study highlight that as the technological landscape of literacy clinics changes, so must our understanding of engaging with families’ literacy practices.

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Section: Methodsmentioning

confidence: 99%

Reimagining Family Engagement in Online Literacy Clinics During the Pandemic

Rogers,

Dozier,

Deeney

et al. 2023

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

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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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Pivots During COVID-19

Msengi

Laster

2022

Advances in Educational Technologies and Instructional Design

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Multiple stakeholders in literacy clinics around the world were affected by pivoting from face-to-face or online to totally remote platforms during the COVID-19 pandemic. This chapter, after providing some contextual descriptions and theoretical framing, explores findings from two literacy clinics in the United States, one in a rural Midwest area and the other in an urban region along the Eastern Seaboard. The implications from these two sites are representative of other literacy clinics across North America and elsewhere as they made necessary adaptations because of COVID-19.

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Literacy Clinics During COVID-19: Voices that Envision the Future

Cited by 3 publications

References 36 publications

Reimagining Family Engagement in Online Literacy Clinics During the Pandemic

Reimagining Family Engagement in Online Literacy Clinics During the Pandemic

Re‐Centering Students and Teachers: Voices from Literacy Clinics

Pivots During COVID-19

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