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Mission

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Our Mission

The mission of the CTL Reading Clinic is to provide school-age children in the greater Eugene area and Lane County with a staff dedicated to the prevention and remediation of reading failure.  Our clinic will assist children who are experiencing difficulty reading by providing initial assessment and intensive, research-based instruction.  In doing so, the clinic will rely on the most rigorous scientific evidence in reading.  The first priority of the CTL Reading Clinic is to help our community produce successful and imaginative readers. 

As part of the UO College of Education, the CTL Reading Clinic will also serve as a field experience site for COE undergraduate and graduate students in a range of academic programs.  This experience will enhance the understanding of successful reading practices among Oregon’s future educators. 
The CTL Reading Clinic will also serve as a site for COE faculty and graduate students to conduct research on interventions for struggling readers.

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Rationale

Learning to read is one of the most critical skills a child acquires during his or her early school experience.  Unfortunately, reading does not come easily to all beginning elementary students.  For example: 

  • Approximately 10 million school-aged children in the United States are considered poor readers (Fletcher & Lyon, 2001).
  • Evidence suggests that 88% of children who are identified as poor readers at the end of first grade are likely to be poor readers at the end of fourth grade (Juel, 1988).
  • In 2007, 34% of the nation’s fourth grade students and 27% of eighth grade students scored below basic in reading on the National Assessment of Educational Progress (NAEP).
  • Children with the most serious reading problems are at an increased risk for high school dropout (10-15%) and only 2% complete a four-year college program (National Reading Panel, 2000).

Often, these young students become frustrated and develop a negative attitude toward school and reading.  If overlooked, these struggling readers are left at a serious disadvantage in their school years and beyond.

In the College of Education at the University of Oregon, the Center on Teaching and Learning (CTL) has been at the forefront of research in beginning reading for more than a decade now.  Consequently, we believe that CTL offers an ideal context for the delivery of literacy services to local school-age children in the surrounding community.  With this goal in mind, CTL has established a Reading Clinic that will provide research-based assessment and intensive, individualized reading instruction to struggling readers.

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Vision

Clearly, the development of the CTL Reading Clinic will provide immeasurable opportunities for the advancement of our community, its children, students at the University of Oregon, and research scholarship in reading and education.  The vision of the CTL Reading Clinic is for:

  • Children and youth to learn and practice new skills and to grow in reading performance and confidence.
  • Families to learn and apply new ways to support their children’s reading progress.
  • University students become skilled and successful in the use of scientifically-based reading intervention and assessment strategies.
  • University students, faculty and staff to conduct research on important questions related to reading instruction and assessment and to provide reading services to children and youth attending the clinic.

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Philosophy

At the CTL Reading Clinic, we believe that:

  • All children and youth can learn to read.
  • Instructional interventions based on the five “Big Ideas” of reading (i.e., phonemic awareness, alphabetic understanding, reading fluency, vocabulary development and comprehension) and comprised of practices proven effective through scientific research hold the greatest promise for helping struggling readers.
  • High quality assessment plays a key role in monitoring progress and informing adjustments to reading instruction, and thus contributes to the success of reading intervention.
  • Families can learn to be effective coaches and champions of their children’s reading.
  • Research informs instruction and is thereby critical to developing and advancing the science and practice of empowering all children and youth to read. 

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