Literacy Tutoring That Works —
Abstract of

Chapter 16
The Community Literacy Club: Engaging and Having Impact on Communities of Teachers and Learners

Joyce C. Fine

Lynne D. Miller

This chapter describes a study of the impact of a master's level practicum, the Community Literacy Club (CLC, integrated diagnosis and remediation courses), on the comprehension and fluency development of elementary school struggling readers. The pre-/post-assessment design used an individual reading inventory and fluency enhancement procedures over a period of three weeks, Monday through Friday, of two-hour, one-on-one tutoring sessions, following a physical, social, psycho-emotional, linguistic framework for instruction. The chapter also includes a description of the structure of the tutoring: one week of diagnosis and diagnostic teaching, followed by two weeks of targeted intervention and mentoring literacy, using literacy to describe mutually-identified interests, and then creating information books to share on Museum Day. Of the twenty-six students, 53% increased their comprehension one to three levels and 96% increased their fluency. The study concluded that the summer, CLC experience has an over-all positive impact on students' comprehension and fluency development.

Fine, J.C., & Miller, L.D. (2009). The Community Literacy Club: Engaging and Having Impact on Communities of Teachers and Learners. In J.C. Richards, & C.A. Lassonde (Eds.), Literacy Tutoring That Works (pp. 196-206). Newark, DE: International Reading Association.