A Few More Things To Consider
All the information you need to know before you apply:
America Read tutors are work-study qualified students at the University of Michigan whose primary responsibility is to get kids excited about reading!
- Why Should I Join the U-M Tutoring Corps?
- Does Tutoring Really Work?
- What People Are Saying About America Reads
- Support for Tutors
Why Should I Join the U-M Tutoring Corps?
Learning to Read is Important
- 75% of children who read poorly at the end of third grade never become successful readers (Shaywitz, Yale University Longitudinal Study).
- Children who do not learn to read comprise over 50% of the special education population, and 35% of these learning disabled children drop out of school. (The National Center to Improve the tools of Educators, 1996).
- Students who do not learn to read are blocked from every other subject in their schooling (The National Center to Improve the Tools of Educations, 1996).
- Between 60% and 70% of parents and teachers agree that reading is the most important subject for students to learn (American Federation of Teachers, 1994).
- Only 6% of adults with poor literacy skills hold jobs as managers, professionals, or technicians (National Center for Education Statistics, 1993).
Our Children Need Our Support
- 40% of fourth graders cannot read at a "basic" level. Only 30% are deemed "proficient" and 7% are condered "advanced" (National Assessment of Education Progress, 1999).
- Among fourth graders whose parents did not finish high school, only 10% read at a "proficient" or advanced" level, while 50% of students whose parents graduated from college read at a "proficient" or "advanced" level (National Assessment of Educational Progress, 1999).
- Children living at or below poverty have lower average reading scores than peers from more well-to-do backgrounds (National Assessment of Education Progress, 1999).
- Fourth and eighth graders in inner city schools had lower averagereading scores than their counterparts in rural or suburban schools (National Assessment of Educational Progress, 1999).
- Across all grade levels, the average reading score for White students experienced significant declines in average reading proficiency (National Assessment of Educational Progress, 1996).
- From 1992 to 1994, 4th grade Hispanic students experienced significant declines in average reading proficiency (National Assessment of Education Progress, 1996).
Does Tutoring Really Work?
- Increasing reading ability. In one tutoring program, the tutored group outperformed a control group on word recognition, passage reading accuracy and spelling. While 50% of the tutored children made a full year's gain in reading, only 20% of the control group did. (Morris, D., Shaw, B., and Perney, J., 1990).
- Increasing interest in reading. Surveys of students who were tutored in reading have shown positive results in self-confidence as readers, motivation to read, and views of their control over their reading abilities. (Cohen, P.A., Kulik, J.A., Kulik, C.L.C., 1982; Lepper, M.R. and Chabay, R.W., 1998; Topping, K., and Whitely, M., 1990; Merrill, D.C., 1995).
- Increasing interest in school. Tutees in one program not only experienced improved reading scores, but also lower absentee rates and fewer disciplinary referrals. (Robledo, M., 1990).
What People Are Saying About America Reads
Quotes from Tutees', Teachers, Tutors, and Parents about their experiences with the program.Tutees' comments:
How do you know you're a better reader?
- I know more words on spelling tests.
- I can read a little faster and understand more words.
- I can read harder books now.
- Because it's easier for me to read now.
Would you like to do this again next year?
- Yes, because it was fun and I learned a lot.
- Yes, it will make me a better reader.
- Yes, with Laura, 'cause she's the best tutor in the whole wide world!
What are some things you did that made you proud?
- Writing my last name.
- Reading really hard books.
- When I could read a Sunshine books all by myself and read it to Carrie.
- When I beat my tutor in a game.
Teachers' comments:
- Aislyn is very interested in books and having the tutors read and help with skills has increased her interest even more.
- The students benefited from consistent ongoing individual help. I saw growth in fluency and comprehension.
- Michelle was able to get Hayes excited about reading this year. He enjoyed having the one-on-one instruction for an extended period if time, and the benefits were obvious. He anxiously awaited her arrival for each of their sessions and was enthusiastic when sharing the writings and books that he'd made. I noticed his confidence increase when reading with small groups of students. Hayes now views himself as a reader.
- Dillion has difficulty in articulating many sounds which affted his reading and writing and therefore often frustrated him. (But) he began to volunteer to read in his group, even though a challenge at times, which meant that his confidence had increased.
- Besides spending time on literacy skills and reading to children, it is nice to see a relationship develop between the tutor and tutee. The children love to go to their sessions.
- Mashari talks about going to her tutors often. She thrives on the one-on-one help.
- There is a lot of good energy from these students (the tutors) and a lot of enthusiasm.
- My tutor goes beyond his duties, both in the room and has been involved in activities after his time and on days that he isn't scheduled. This is more than just a job, it's a desire for their love of the job
- Cierra has always been very excited about seeing her tutor. She talks about some of the activities that she does and she seems to really enjoy the one-on-one relationship she has with her tutor.
- Phil was an excellent tutor for Anthony. Anthony is a quiet boy and Phil helped to build Anthony's confidence. Anthony would show me his activities that he and Phil worked on with great pride.
- Heather helped Kacie become a reader!
Tutors' comments:
- Teaching and working with children requires a lot of patience and the ability to motivate the students so they want to learn.
- More important than following any lesson plan is communicating with the children and forming a relationship. -- I gained a lot of respect for the teachers who work with these kids every day -- all day.
- There is no such thing as a dumb kids, just the inability of those around to nurture the child's potential.
- It is difficult to learn to read and it can only work with teachers and parents working together.
- I have decided to direct my career toward children and schools.
- I have a great deal more admiration for teachers.
- I learned that children help you when you think you are helping them.
- Given the right environment, kids are really excited to learn.
- Teaching is hard work, but I still want to do it.
- It takes a lot of creativity and energy to teach.
- Teaching is an important profession.
- Every child deserves more than the best society can offer.
- I can see the impact I have on the kids. They have definitely progressed since last year and that makes me feel good. This is also the only job I had at U of M that provides beneficial training. The pay is also great.
- Very challenging, frustrating, draining, and rewarding.
- This program provided me with one of my first long term commitment (service-wise) that I have loved, in a long while!
- I leave work feeling ten times better than when I came!
- My kids look forward to it each time, so you know something is being done right!
- I would carry their smiles from reading books they enjoy and their anecdotes around with me all day in my pocket.
Parents' comments:
- All Rachel wanted this year was to read and she is very successfully! Thanks to everyone reading is a great enjoyment of hers. (from a parent who works with 6th graders with special needs).
- Molly loves to read and she always looks forward to her sessions with Rebecca.
- John has a good reading tutor and a friend in John (the tutor).
- Damarcus comes home and tries to read books now. Never before.
- Darius enjoys the reading program very much. He prefers to see [the tutors] than to play with the other children.
- India's writing skills greatly improved with each time she worked with Ebbin. Her confidence and method of approaching reading and writing have also significantly improved. My guess is that the one-on-one approach has been a major factor in her academic development. By the way, India loves Ebbin.
Support for Tutors
Tutors in the University of Michigan America Reads Tutoring Corps are supported in a number of ways:
- Ongoing Training Sessions
In addition to the Pre-Service Training, we will conduct ongoing training sessions that will expose tutors to research-based tutoring strategies and cover topics such as: motivating your tutees, handling behavioral issues, different ways of reading a book together, working with different learning styles, working on writing and spelling, enhancing comprehension skills, involving the tutees' families, etc. During each training session, we set aside some time to reflect on how tutors' experience is impacting their own development and learning as students and as citizens. We discuss feelings and thoughts about what tutors observe in their kids and schools and share ideas and opinions on larger educational issues that relate to their experience.
- Mentor Tutors
Mentor tutors are experienced tutors who offer peer support to new and returning tutors. Their main job is to serve as supervisors to their team of tutors and as liaisons between the tutors and the school. They review lesson plans, plan and run team meetings, and observe tutoring sessions. Mentor tutors also keep records of tutor attendance and maintain the supplies at site.