ERIC Number: ED484963
Record Type: Non-Journal
Publication Date: 2004-Apr
Tutoring Reading--Valued Youth as Reading Helpers
Garcia, Juanita C.
Intercultural Development Research Association
The teacher wondered how her group of middle school tutors would react to reading predictable children's books to their elementary "tutees." Would they enjoy the books or would they think they were too mature to do the activities in the lesson? She wondered if the tutors would enjoy being read to as she modeled the dramatic reading of a children's literature book. Would they volunteer to read their books to the rest of the class? And, most important of all, would they read to their tutees in the elementary school? The tutors were participants in the IDRA Coca-Cola Valued Youth Program, an internationally-recognized cross-age tutoring program in schools across the United States and Brazil. The program was created by the Intercultural Development Research Association. In the program, secondary school students who are considered at risk of dropping out of school are placed as tutors of elementary school students during one class period each day. This enables the older students to make a difference in the younger students' lives. With a growing sense of responsibility and pride, the tutors stay and do better in school. The program supports them with positive recognition and instruction. The eighth grade tutors learned how to use these strategies like professional teachers. They exceeded expectations. These students in at-risk situations demonstrated a real desire to help their tutees. They participated, interacted with each other, laughed together, and learned together. They truly are Valued Youth. Sections in this document include: (1) Tutoring Reading; (2) Reading With Younger Children; (3) Examples of Pre-Reading Questions; and (4) Resources. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.]
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.
Grant or Contract Numbers: N/A