Literacy centers have existed in the United States since the 1920s and have seen many changes over their vast and essential history. Initially, clinics focused on remediation with a deficit view that positioned struggling readers as lazy and unmotivated. Over time, clinics shifted to a medical model, which also held a deficit view that involved pathologizing, testing, and diagnosing to "fix what was wrong" with the struggling reader. Today, university-based reading clinics focus on research-based literacy practices providing opportunities for undergraduate teacher candidates and graduate students to support struggling readers. Research on literacy clinics primarily focused on funding, student demographics, assessment, and instructional materials used, and family involvement; yet, there is little documentation about tutorial session logistics. Therefore, this manuscript provides a detailed description of the structure for the May Literacy Center, a university-based literacy clinic.



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