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Even with excellent instruction, many children fail to make adequate progress in reading (Snow, Burns, & Griffin, 18). Despite long-term, continual investigations of instructional programs, large numbers of students failing to become fluent readers remains a critical problem in American education (cf. National Reading Panel, 000). Even with quality instruction and an appropriate curriculum, some children still need additional assistance. Tutoring can be a significant supplement, enhancement, or even replacement for classroom reading instruction (Snow, Burns, & Griffin, 18). Older students, volunteers, and parents can all serve as tutors in reading (Denton & Hasbrouck, 1). Here we suggest some simple, effective methods that tutors can use to help beginning readers, as well as older students who may need some additional support. We also include ways to evaluate the effectiveness of the tutoring and to provide feedback to the tutor.
Tutoring in reading means providing individual guided practice and corrective feedback to a student, where the student primarily reads aloud from meaningful, connected text at an appropriate level of difficulty. Repeated reading with a model, oral reading with monitoring and feedback, and error monitoring with word pattern practice, word review, and sentence review are methods tutors can use to improve reading performance. Group teaching techniques, loosely supervised free reading, and skill practice exercises are not included in our definition. If skill practice or vocabulary development exercises are determined to he appropriate for the student being tutored, those activities should be directly linked to the reading of connected text.
Encouraging reluctant readers to engage in simultaneous, repeated reading with a tutor is an effective method to improve their fluency (rate + accuracy + good expression). Careful timing and control of the repeated readings allow the tutor to foster independent reading skills. This is how the approach works
Introduction. The tutor introduces a passage that is likely to take approximately -5 minutes for the student to read aloud. The tutor introduces the text by reading the title, describing generally what the passage is about, asking the student what he or she knows already about the topic, and giving the student a purpose or reason to read (Lets read this story to find out.
Simultaneous reading. The tutor reads the passage with the student, sitting close beside or slightly behind, so as not to be a visual distraction (close enough to speak softly and be heard). The tutor reads slowly in a soft, clear voice, while the student reads aloud at the same time. The tutor regulates speed of reading to permit the student to keep up. Both student and tutor track progress with their fingers on their own pages, moving their fingers smoothly and steadily across each line. The student is not permitted to hesitate while sounding out a word. The tutors oral reading continues at an even pace, although the overall speed can be adjusted slightly up or down. While reading, the tutor listens carefully to whether the student is leading, with, or following the tutors reading of difficult words. Initially, most students will follow, (i.e., will copy or repeat what they hear). With repeated readings and confidence, the student will read more nearly with the tutor and eventually will lead. As the student comes closer to reading with the tutor, the tutor should soften his or her voice. As the student leads more, the tutor should soften the voice and slow the pace slightly, permitting the student to lead even more.
Simultaneous repeated readings. After -5 minutes of continuous reading, the student will need a brief break to rest the eyes, neck, and shoulders and to stretch and breathe deeply. Then promptly begin rereading. Depending upon the students motivation, two to five rereadings of a single text may be beneficial. With each rereading, the tutor should (a) maintain a smooth pace and (b) encourage the student to read with and to lead by softening the voice and dropping back slightly when the student leads.
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