Literacy Tutoring That Works
Endless Possibilities for Learning and Reflection: Lessons From Two After-School Urban Literacy Clinics
Sharon M. Peck
This chapter explains how offering reading clinics in authentic settings can provide opportunities for graduate students to become acquainted with urban communities and encourage their critical reflection. The chapter presents qualitative research on critical aspects of literacy clinics, instructional methods, and urban teaching. The inquiry indicates that graduate students become familiar with the intricacies of literacy tutoring and the added complexities of designing and carrying out instruction targeted for urban youth. Conclusions underscore the importance of preparing graduate students to meet the needs of diverse learners by taking time to explore the complex factors at play in urban settings. Findings reveal factors which affect graduate students' experiences in learning from the tutoring process including literature as catalyst; the role of rapport between tutor and tutee, and professor and tutor; and coaching. The study highlights the power of holding clinics in off-campus urban settings.
Peck, S.M. (2009).
Endless Possibilities for Learning and Reflection: Lessons From Two After-School Urban Literacy Clinics.
In J.C. Richards, & C.A. Lassonde (Eds.), Literacy Tutoring That Works (pp. 119-131). Newark, DE: International Reading Association.