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Abstract
Multimedia expands the opportunity for graduate teachers to develop a community of learners in an online reading clinic as they reflect and collaborate on a variety of reading and writing experiences during an online lesson study of a comprehensive corrective reading lesson. This qualitative method study explores (a) the pedagogical shifts of teachers in an online reading clinic lesson study of their own self-selected literacy teaching. The findings reveal that the pedagogical shifts made by graduate teachers in an online lesson study resulted in changes in 1) knowledge of assessment and diagnosis as evident in metacognitive reflection and progressive of understandings; 2) teachers instructional differentiation and intervention skills refined by examination of practice as evident in their analytical reasoning; and 3) increased commitment to providing corrective reading instruction based on formal and informal data—driven decisions.
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