training guide has been developed to serve a range of
early literacy intervention programs. Our goal was to
create training materials which are broad enough in
scope to be adapted to a variety of program setting,
and yet remain focused on best practices that characterize
successful early literacy programs. To maximize the
adaptability of the materials, we have developed numerous
PDF files that can be edited to meet the specific needs
of your tutoring programs.
The materials have been developed by teams of educators
over several years and have been used with a variety
of tutors: university students, community college students
and community volunteers. With an eye toward flexibility,
we have structured the training so that you can select
from a menu of topics depending on your program goals,
time allowance, and tutor population.
from materials created by
Academic Partnership Student
Assessment and Training Project
West Contra Costa Unified School District
Banks Street College
Teaching and Reading Development Program
Project FIRST, UCB School/University Partnerships Program
Contributors to Tutor Training:
Yvonne Brisard, Contra Costa College
Sally Feldman, Washington Elementary School
Barbara Grillo, Contra Costa College
Ruth Paglierani, UCB, Project FIRST
Chris Simpson, Peres Elementary School
Intisar Shareef, Contra Costa College
Connie Whitehurst, Contra Costa College
Susan Zec, Peres Elementary School
When designing a tutoring program, keep
the following points in mind:
Connect tutoring to classroom teaching
Work closely with the classroom or reading teacher at
your school or program site. When tutoring supports
the classroom reading practices students perform better
than when tutoring is unrelated to classroom instruction.
Train and support tutors
Tutor training is key to program success. Initial training
should be intensive and as complete as possible. Ongoing
tutor training, support and feedback are critical for
tutor success and increased student learning.
Structured and consistent tutoring sessions
Structure tutoring sessions so that tutors and students
know what the component parts of the tutorial are. Maintaining
a structured tutorial program enhances student achievement.
The tutorial should include:
- Word analysis in
isolation and in the context of a reading text.
- Student Reading
- Student Writing
- Tutor Reflection
Provide tutors with language to deliver
Train tutors to respond to student questions. Developing
familiarity with age-appropriate language leads to tutor
Monitor and reinforce student progress
The most successful tutors reinforce their students
progress. Effective tutors provide numerous reading
and writing experiences moving students from being fully
supported to working independently. Assessment of student
progress should be ongoing.
Meet frequently and regularly with students
Tutorials can run from 10 to 60 minutes. For young readers
(grades 1-3) 30 minutes seems to be an optimal length.
The more often you can met, the better. Twice a week
results in increased student achievementmore sessions
a week result in even greater gains.