ABSTRACT
In this chapter, we present some important lessons about diagnostic teaching learned from our experiences in a university reading clinic. Space requires us to focus on either what children learn in diagnostic teaching or what teachers learn as they become diagnostic teachers; our focus here is the developing reading teacher. We describe what we expect diagnostic teachers to know; how we expect them to design, conduct, assess, evaluate, and reflect on each re-mediation lesson; how their understanding of themselves as teachers changes; and how they should affect not only children’s reading performance but also, how they help children change their perception of themselves as instrumental in their own reading improvement. Before delving into the topic of diagnostic teaching, we discuss two important issues that concern reading clinicians: (a) re-mediation and the (b) problem of “has a.”
