Characteristics of Successful Literacy Tutoring

Ohio Reading Teacher, Fall 2003-Spring 2004 by Leal, Dorothy

Calling All Reading Tutors: The Characteristics of Effective Literacy Tutoring

With the call for reading tutors increasing around the country, it is important to know the characteristics of effective literacy tutoring. Children who have difficulty mastering the reading process are more at-risk for future academic failure (Rimm-Kaufman, Kagan, & Byers, 1999). The pressure is on to find ways to help these students "catch-up" to their peers in reading development (Klenk, 2000).

There are three common threads prevalent across successful tutoring programs,. These common threads include: (a) many opportunities to read authentic materials, (b) many applications of reading integrated with authentic writing experiences, and (c) highly motivating reading and writing activities related to students' interests and abilities by caring tutors. There are several critical factors that must be closely woven into the fabric of these three common threads, as seen in the Table 1. When these factors are seamlessly knit together with the three foundations for literacy learning, the results are most significant.

Critical Factors for Successful Tutoring

Tutoring is most effective when five specific factors are in place: one-on-one tutoring, supervision by certified reading specialists, intensive instruction, programs that are assessment based, and regular reflective evaluation on the part of the tutor.

One-on-One Tutoring

One-on-one reading tutoring has traditionally been one of the most effective forms of instruction because the sessions can be tailored to fit each individual child's needs (Quatroche, Bean, & Hamilton, 2001; Wasik, 1998). A number of studies have shown this one-on-one tutoring to be effective in raising reading levels of students considered "at-risk" (Baker, Gersten, & Keating, 2000; Hedrick, 1999; Invernizzi, Juel, & Rosemary, 1996-97; Rimm-Kaufman et al., 1999).

Supervised by Certified Reading Specialist

In order to provide a solid foundation, an effective tutoring program should also have a certified reading specialist or reading teacher to train tutors and supervise the tutor's work (Invernizzi & Quellette, 2001; Topping, 1998; Wasik, 1998). A reading teacher or specialist has the knowledge to assess and diagnose the children's reading problems and determine what concepts and skills need to be addressed as well as furnish materials and provide constant feedback. Most importantly, however, the reading specialist instructs the tutors in what strategies and techniques need to be implemented in order to have a positive impact on the children (Wasik, 1998).

Intensive, Structured, and Consistent Instruction

In addition, effective programs are intensive as well as structured and consistent. They build on tutors that are committed and faithful in attendance. In many tutoring programs, the number of sessions per week varies between 2 and 4, but they remain consistent over an extended period of time (Baker et al., 2000; Hedrick, 1999; Heins et al., 1999; Rimm-Kaufman et al., 1999; Taylor, Hanson, Justice-Swanson, & Watts, 1997). Wasik (1998) states a minimum of 1 ½ to 2 hours per week is needed to ensure that children will benefit from the intervention and that there is time to build a relationship. When the child has a relationship with and can trust the tutor, the child is more motivated to try and succeed for that person.

Assessment Based

Research on effective components of tutoring programs also advocates well-structured, systematic programs that are assessment-based (Invernizzi & Quellette, 2001; Topping, 1998), with a balanced approach to individual sessions (Hedrick, 1999; Heins et al., 1999; Wasik, 1998). Simply reading aloud to children is not enough. Well-planned, systematic tutoring sessions that include the components of reading, writing, motivation factors, and are assessment based often produce the greatest gain for children at risk.

Regular Reflective Evaluation by the Tutor

Lastly, reflection on the part of the tutor is another way to improve the quality of tutoring instruction. As inspired by Dewey and noted in an article by Roskos, Vukelich, and Risko, "Reading educators strive to develop literacy teachers who ultimately engage in deliberate practice, who think about what they are doing and why they are doing it every step of the way"(2001, p. 596). Roskos and colleagues also say reflection goes to the heart of the instructional relationship, and "it is not only a tool of skilled practice, but also a feeling that helps educators to teach effectively and intelligently rather than unthinkingly, dogmatically, or prejudicially"(2001, p. 617).

When the critical factors of one-on-one tutoring, supervision by certified reading specialists, intensive instruction, programs that are assessment based are in place, and with reflection on part of the tutor, the focus then turns to reading, writing, and motivation strategies for successful literacy tutoring.

Strategies for Successful Literacy Learning

Reading, writing, and motivation are the key strategies that unlock the door to successful learning. The following description explains what you can do in each of these areas that will most contribute to the success of the students you tutor.