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A case method with a virtual expert for pre-service reading clinicians

, State University of New York at Buffalo, United States

Doctor of Philosophy, State University of New York at Buffalo . Awarded


This dissertation presents two studies, each written in a style appropriate for publication in a journal. The first study presents a student striving to make her own sense of reading diagnosis. The aim of the paper is to examine the different influences of, what Ruth, the main participant, called the “abstract” environment of knowledge-for-practice, and the “real” environment of knowledge-in-practice gained from working with a real child. Ruth clearly saw a difference between the two environments, but regardless of the environment, Ruth strove to make sense of reading diagnosis on her own terms.

The second study shows how, from reading the writing of virtual experts, Ruth appeared to recognize that reading clinicians have their own professional discourse that was both different from, and superior to her own. She seemed to recognize that it was important not just to do the right thing such as give the appropriate level of assessment, but also to talk about diagnosis in the appropriate way. The virtual experts appeared to show Ruth that the appropriate discourse was part of the profession's identity kit. From my analysis of how Ruth edited her writing after reading the experts, Ruth appeared to have appropriated, to a greater or lesser extent, three linguistic features: relationships, taxonomies and definitions. Through her appropriation of these features, the writing of the experts appeared to have scaffolded Ruth's writing from the everyday to the technical or professional.


Scott, D.L. A case method with a virtual expert for pre-service reading clinicians. Doctor of Philosophy thesis, State University of New York at Buffalo. Retrieved September 18, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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