The Making of a Thriving University-Based Reading Clinic: A Case Study

Abstract

In this case study, the researcher closely examined an active, university-based reading clinic. In particular, this study explored the experiences and perspectives of the stakeholders regarding the reading clinic. It also sought to identify major factors contributing to the sustainability and growth of the reading clinic. The first research question asked: What are the experiences of the stakeholders, i.e., parents, children, reading education candidates, as well as clinical faculty and the administrator overseeing the University Reading Clinic? The second question asked: What are their perceptions of the University Reading Clinic? The final question asked: What are some major factors that have impacted the sustainability and growth of the University Reading Clinic?

In this study, a qualitative case study design was adopted. Data were collected from multiple sources including individual interviews, focus group interviews, historical documents from university archives, and multiple observations. All data were analyzed by using the constant comparative method along with category analysis and thematic analysis. Several themes emerged through data analysis and they were used to address the research questions.

Major findings of the study suggest the stakeholders had positive experiences and they felt supported. The reading clinic stays active because it offers a welcoming environment, provides effective instruction for children, and receives strong support from multiples levels within the university and the community. The study has important implications for other university reading clinics around the nation so they can continue to grow, stay active, and effectively serve the needs of the children, reading education candidates, parents, and their communities.