The 2013 Dan L. Duncan Clinic Summer Tutoring program offers two four-week sessions. Each session consists of two hours of instruction per day, four days a week. learn more
The following sessions are offered:
The Dan L. Duncan Reading Initiative began providing early intervention to students who were at-risk for or who were experiencing reading failure. We currently serve children in grades K-5 in English and Grades K-2 in Spanish. learn more
During the school year, the Duncan Reading Initiative provides reading intervention services to children in public schools. During the summer, we also serve children who seek skill building or reading enrichment through our summer program in the Texas Medical Center. The Dan L. Duncan Reading Initiative is under the direction of Linda Ewing-Cobbs, Ph.D., Professor of Pediatrics and Director of the Dan L. Duncan Clinics. The program is led by Victoria Moss, who is a certified teacher with extensive experience in reading intervention. Ms. Moss trains tutors to provide intensive, explicit, and systematic instruction in reading. She oversees the implementation of research-based programs with documented efficacy.
In 2008, the Dan L. Duncan Reading Initiative began providing private reading intervention during June and July at the Children’s Neurodevelopmental Clinic in the Texas Medical Center. Our programs target struggling students, students with grade level academic skills, as well as students seeking enrichment. We offer low tutor-to-student ratios (1:1 or 1:2). All intervention programs are evidence-based and have been identified as effective approaches to reading instruction. Based on assessment results and needs, an individualized instructional plan is implemented using one or a combination of interventions for children entering kindergarten through 8th grade. Intensity is a core component of a reading intervention program. Our reading camp meets for 2 hours, 4 days a week for 4 weeks per session. At the end the program, parents are provided with a written report highlighting the child’s progress and performance on normative and curriculum based measures.
Victoria Moss graduated from The University of St. Thomas in 2000 and is a certified teacher with extensive experience in reading intervention and curriculum development. She is the Education Outreach Manager of the Dan L. Duncan Reading Initiative. In 2000-2004, she was the Program Supervisor and a curriculum writer of Reading One-to-One at The University of Texas-Dallas. She began working at The University of Texas-Health in 2004 as an Education Coordinator for the Texas Primary Reading Inventory (TPRI). As part of the continued TPRI development team, Victoria trained teachers state-wide and nationally. She was also a teacher mentor for the Interagency Education Research Initiative as well as a Coordinator and trainer for Texas Reading First. She is a co-author of several English and Spanish curricula, including the K-1 Building Vocabulary with Emergent Readers (BVER), Building Vocabulary and Early Reading Strategies (EAGER BVERS), Construyendo Fluidez en Primer Grado, and Desarrollo Del Lenguaje Oral. She has presented at local and national conferences on how to use assessments to differentiate instruction, classroom coaching, and reading intervention.
Our Advisory Panel consists of UT-Health educators, physicians, and psychologists. Our panel provides expert consultation on assessment and research on best practices for interventions for children with learning problems. See the research tab of the CLI webpage for more information on past and current research and research to practice programs directed by our panel.