ERIC Number: ED349544
Record Type: RIE
Publication Date: 1992-Oct
Reference Count: N/A
From Traditional Reading Clinics to Wellness Centers. Literacy Research Report No. 16.
Johns, Jerry L.
Reading clinics that are part of the service mission of a college or university evolved out of a medical model. Such clinics serve as research centers to investigate and study readers at risk, offer training facilities for undergraduate and/or graduate students who seek to gain expertise in the diagnosis and treatment of reading difficulties, and serve as service agencies for assisting readers at risk. The two major services include diagnostic assessment and tutoring. The basic and underlying fundamental nature of the diagnosis and treatment of reading difficulties has not progressed at a rate consistent with knowledge of the reading process. Significant and fundamental parallels exist between the wellness concept and the notion of literacy. Future reading clinics might be based on wellness principles, including: reading is more than a particular set of behaviors; reading centers on habits and attitudes; reading involves the whole family; and reading involves risk-taking. The whole area of assessment is in drastic need of a fresh approach based on current knowledge of the reading process. Traditional reading clinics need reconceptualization. The new agenda may mean the demise of the medically based model of reading disability and the development of Reading Wellness Centers that provide literacy services to a wide range of readers. (RS)
Descriptors: Classroom Environment, Educational Change, Educational Philosophy, Elementary Education, Higher Education, Reading Centers, Reading Diagnosis, Reading Difficulties, Remedial Reading, Tutoring, Wellness
Northern Illinois University, The Reading Clinic, 119 Graham Hall, DeKalb, IL 60115 ($3.50, postage included).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Northern Illinois Univ., DeKalb. Curriculum and Instruction Reading Clinic.
Identifiers: Educational Issues; Reading Management