Choosing and using a literacy model
Abstract
Chapter five, from Seniors for Schools Effective Practices Guidebook, seeks to help a literacy program select an effective tutoring approach. Questions in seven key program areas are provided. By considering these questions, tutoring programs will be better equipped to select a literacy model that will work for their resources and surroundings. The guidebook also provides a chart comparing various literacy models. Authored by the National Senior Service Corps and published by the Corporation for National and Community Service, 2000.Issue
Research has shown that effective tutoring must be consistent and structured (see America Reads: Principles and Key Components. Therefore, choosing an appropriate literacy model is crucial to success. In chapter five of Seniors for Schools Effective Practices Guidebook, various literacy models are introduced and described to allow replication of the programs.Action
During the two-year demonstration project, Seniors for Schools project directors learned many important lessons regarding literacy and reading strategies and approaches. They recommend planners ask themselves the following questions to determine an effective literacy model for a program.
- You and Your Role
- What do you know about reading and literacy models?
- Where do most of your ideas and understanding about literacy come from?
- As you review your grant, what are the elements of the literacy work that you must address?
- What elements are you most comfortable implementing?
- What elements are you least comfortable implementing? Why?
- What resources can you access for additional support?
- Will you be responsible for training volunteers in this literacy model/approach?
- What do you know about your volunteers and their educational backgrounds?
- What is their comfort level with the literacy model? What kind of ongoing support will you need to increase their comfort level?
- What kinds of support can you count on from your partner school?
- Is there a teacher that will be dedicated to working with your program?
- What type of role do you see yourself playing day-to-day? Will you be based out of the school?
- What do you hope to accomplish in the first month? Three months? Six months?
- What are the evaluation measures you need to build into the literacy work?
- What is your timeline for showing outcomes and impact?
After you have answers to these questions, seek the assistance of experienced practitioners, preferably staff at your partner school, or other project directors whose experience will offer perspective on both the questions and your answers. You will then feel better prepared to proceed to the next key questions.
- Questions That Focus on Your Volunteers
- How much training will volunteers need to be competent users of this model?
- Will volunteers require a strong literacy background to follow the reading model?
- Who will serve as resident expert for volunteers having trouble following the model?
- Who will provide ongoing training and support for volunteers using this model?
- Questions That Focus on Evaluation and Assessment
- How will impact be measured?
- What do you need to do at the beginning of the program to ensure that the evaluation process is implemented?
- Who will assist with evaluation and assessment?
- Has your school partner agreed to provide any preliminary information you need?
- Will they provide your program with baseline measures?
- Who will help you analyze data if necessary?
- Questions That Focus on Fees and Costs for Using the Model
- Is this literacy model expensive to implement?
- Will your project need to purchase costly materials, manuals, and resources to do the work?
- Will you need to hire a trainer to work onsite to effectively implement the model?
- Bottom line: what does your budget allow?
- Questions That Focus on School Mission and Academic Vision
- Does the model come highly recommended by the school principal, reading specialist, and/or teachers?
- Does the reading model support the overall approach and philosophy of your partner school?
- Selecting a Model: Student Response
- How have children responded to this reading model?
- Does the reading model support the overall approach and philosophy of your partner school?
- Could the model be overwhelming for the students?
- Will children have to undergo a round of testing in addition to annual evaluation measures taken by the school?
- Selecting a Model: Background Information on the Reading Model
- How has this reading model been received at other sites across the country?
- How have educators responded to this model?
Context
Various models of literacy programs are presented in this chapter. There are comparison charts that provide the following information for each literacy model: age/grade, student eligibility, description of volunteers; other personnel, program description, training requirements, materials, cost, what time of day tutoring occurs, evaluation data, and contact person.
Literacy models compared include Howard Street Tutoring Program, School Volunteer Development Project, Book Buddies, Reading One-One, Help One Student to Succeed (HOSTS), Reading Recovery with AmeriCorps , Intergenerational Reading Program, Reading Together/VISTA, Early Identification Program, Books and Beyond, Read*Write*Now, SLICE/Reading Coaches, Reach Out and Read (ROAR), Cabrini-Green Tutoring Program, Hilliard Elementary School Tutoring Program, and Growing Together.
There are extended descriptions of the Book Buddies, SLICE/Reading Coaches, Reading Recovery, and Success for All programs.
Citation
National Senior Service Corps. Seniors for Schools Effective Practices. Washington D.C.: Corporation for National Service, January 2000.
Wasik, Barbara A. Volunteer Tutoring Programs: A Review of Research on Achievement Outcomes. Center for Research on the Education of Students Placed at Risk, June 1997.
Outcome
The outcome evaluation data and comparison chart can be found in the research study, Volunteer Tutoring Programs: A Review of Research on Achievement Outcomes. Of those programs evaluated, all had positive literacy outcomes for children, but the specific types of literacy outcomes varied. For instance, one model might increase scores on "word recognition" but not "concept of word knowledge," while another literacy model might have opposite results.Evidence
Evaluation data are provided within the comparison chart and the selected extended descriptions of the programs.Posted On
May 10, 2000Resources
See the following for more information:
- America Reads Task Force of the Corporation for National Service.America Reads: Principles and Key Components.
- National Senior Service Corps. Seniors for Schools Effective Practices. Washington D.C.: Corporation for National Service, January 2000.
- Wasik, Barbara A. Volunteer Tutoring Programs: A Review of Research on Achievement Outcomes. Center for Research on the Education of Students Placed at Risk, June 1997.