Developing a tutoring program

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Abstract

This effective practice presents a summary of the characteristics of effective tutoring programs, as presented in Chapter Six from On the Road to Reading. The chapter also provides an eight-step approach to developing a tutoring program, highlighting reading curricula and tutor training materials as well as research studies concerning how children learn to read. A link to the resource is provided.

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Issue

Planning a tutoring program can be a monumental task that can be made easier by breaking down the process into smaller, more manageable steps.

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Action

Characteristics of effective tutoring programs include:

Program Administration

  • Key stakeholders such as teachers, school or program administrators, reading specialists, tutors, and families are involved in planning, implementing, and evaluating the program.
  • The partners have a proven track record of working with children to encourage the development of literacy skills and/or have strong linkages with groups that have this expertise.
  • The partners have support from the private sector and local and state programs that support literacy.
  • The partners can provide transportation, snacks, and/or information and referral for other support services that address child and family needs.
Program Design
  • The program design is based on assessed needs, a well-defined mission statement, and clear, measurable goals.
  • The design is based upon or consistent with the latest research on literacy and reading development and developmentally appropriate practice for early childhood education.
  • The program has systems for identifying children in need of tutoring, recruiting volunteer tutors, conducting pre- and post-tests of children's skills, and conducting periodic evaluations of program effectiveness, including feedback from stakeholders.
  • Tutors and the program director, staff, and volunteers regularly communicate and collaborate with families, child care program or school staff, and administrators.
  • Tutors are screened before acceptance into the program.
  • Tutors receive a written job description and a tutoring handbook that outlines the program's approach, policies, and procedures.
  • Tutors receive an orientation before they begin working with children.
  • Tutors receive ongoing training, technical assistance, and supervision.
  • Tutors recognize the importance of building relationships with children and motivating them to want to read.
Family Involvement
  • Tutors communicate with families regularly to keep them up-to-date on their child's progress.
  • Tutors suggest home literacy activities such as reading aloud and writing together.
  • Tutors involve families in collecting items that document the child's progress to be included in the child's portfolio.
  • The program helps families gain access to children's books and writing supplies.
  • The program encourages families to develop or improve their own literacy skills.
Tutoring Sessions
  • Tutors work with children one-on-one (or in small groups of two to four children).
  • Tutoring takes place during school, after school, weekends, and/or in the summer.
  • Tutoring takes place in an area large enough for children to concentrate without being disturbed by others.
  • Tutoring takes place in an open area where the tutoring pair can be observed at all times.
  • Tutoring sessions are up to 60 minutes in duration, depending on the age of the child and variety of activities.
  • Tutoring sessions are provided at least twice a week.
  • Tutoring sessions are divided into segments such as: an opening activity to set the stage, activities based on individual learning goals, reading practice, and a closing activity.
  • Each tutoring session includes opportunities for the child to experience success and to progress toward becoming an engaged reader.
The Reading Curriculum
  • The reading curriculum has been proven to be effective and/or is based on effective strategies.
  • The reading curriculum supports or builds on how and what children are learning through their preschool or in-school reading program.
  • The reading curriculum includes opportunities to develop and practice reading skills and comprehension, independent reading, and writing.
  • The reading curriculum can be tailored to respond to a child's skills, learning style, interests, and needs.
  • The curriculum and tutoring strategies integrate opportunities for service learning for participants in the program.

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Context

The summary of characteristics presented here is adapted from the Reading Program Criteria provided by the Texas Children's Literacy Corps and from Principles and Key Components for High Quality America Reads National Service Program Initiatives.

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Citation

Koralek, Derry, and Ray Collins. "Developing a Tutoring Program" Chapter Six in On the Road to Reading: A Guide for Community Partners. Vienna, VA: Collins Management Consulting, Inc. 1997.

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Posted On

February 9, 2000

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Resources

From The Resource Center library:

On the Road to Reading: A Guide for Community Partners

Item number: R0687

See also:

America Reads: Principles and Key Components
http://nationalserviceresources.org/filemanager/download/614/amreadpr.pdf [PDF 221 KB]

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