Volunteer Tutors
By Betty Erickson

"What could you try?" a volunteer literacy tutor such as Bill Roots (left) or Deanne Brehony (right) might ask a hesitant reader.

The Reading Recovery tutoring program at my elementary school serves to close the gap between those who latch on to reading and writing effortlessly and those who struggle to make sense of print. Yet, we had more children who needed intervention than Reading Recovery could serve. While reflecting on ways to provide additional support, I visited a colleague's classroom, where I found a spark that triggered the start of our volunteer tutoring program. That spark was a lesson framework that Kathy Letsky, a Reading Recovery teacher at Pattie Elementary in Woodbridge, VA, had designed to give volunteers structure and support. When I showed Kathy's framework to my principal, Amy White, she said, "Let's do it!"

About our volunteers. Amy White sought help from parents and seniors who agreed to train as reading tutors. We have a generous assortment of volunteers even though our community is not comprised of stay-at-home moms and dads. Some come in on their days off or before or after work. Some are grandparents. Some are crossing guards and administrators. All share our belief that every child can learn how to read and write.

Training to tutor. Every volunteer tutor is expected to attend a training session. We introduce our tools – the Lesson Record for Volunteer First Grade Tutors and the Prompt Sheet. We explain the purpose of each section of our Lesson Record. Space is provided in each section for tutors to record the child's task and response so that each lesson can build on the previous one.

The Prompt Sheet lists cues we use to support children as they work out difficult parts in text. The crux of the training is to show volunteers how to use these prompts, which are derived from Dr. Marie Clay's research with Reading Recovery students. If adults are not given specific language to help children read hard parts, many instruct kids to "sound it out," a command almost certain to shut down a hesitant reader.

Ready! Set! Go! Some participants emerge from training sessions fired up and ready to begin. Others want to observe another tutor before striking out on their own. Some caregivers, unable to volunteer at school, attend training sessions to learn more effective ways of supporting their children's literacy at home.

Teachers identify children who need tutors and supply appropriately leveled trade books. Kits containing necessary materials (whiteboards, dry-erase markers, magnetic letters on metal sheets, writing paper and pencils) are provided. A student desk and two chairs in the hallway outside classrooms serve as tutoring areas.

Success is contagious. A month after first grade tutoring began that first year, second grade teachers requested tutors. We modified the Lesson Record for older children. We have since added a kindergarten component.

As our principal said, "This is the best way we've found to productively and efficiently use volunteers. Besides making a difference in the way our children read and write, volunteers get a sense of how children learn, and realize their impact on that learning. What a great way for school and community to work together to benefit kids."

For the Lesson Record for Volunteer Kindergarten Tutors (PDF 23KB) and the Kindergarten Prompt Sheet PDF 28KB

For the Lesson Record for Volunteer First Grade Tutors (PDF 27KB) and the First Grade Prompt Sheet PDF 20KB

For the Lesson Record for Volunteer Second Grade Tutors (PDF 40KB) and the Second Grade Prompt Sheet. PDF 29KB

Betty Erickson recently retired from her position as a reading specialist at Springwoods Elementary in Woodbridge, VA.

March 2006, Vol.36, No.6