DOCUMENT RESUME CS 511 858 ED 474 210 Tips for Reading Tutors = Consejos para los Tutores en TITLE Lectura. Department of Education, Washington, DC. INSTITUTION 2003-00-00 PUB DATE NOTE 7p. U.S. Department of Education, 400 Maryland Ave., SW, AVAILABLE FROM Washington, DC 20202. Tel: 800-USA-LEARN (Toll Free); Web site: http://www.NoChildLeftBehind.gov. For full text: http://www.ed.gov/ offices/OIIA/pfie/readingtutors/. Multilingual/Bilingual Non-Classroom (055) Guides PUB TYPE Materials (171) Spanish, English LANGUAGE EDRS Price MF01/PC01 Plus Postage. EDRS PRICE Elementary Secondary Education; Instructional Effectiveness; DESCRIPTORS *Reading Difficulties; *Reading Improvement; Student Needs; *Tutoring *No Child Left Behind Act 2001; Tutor Role IDENTIFIERS ABSTRACT Reading is the basis for learning and school success. While reading is learned primarily in the classroom, many students need extra time and help. Research shows that tutoring is a great way for individuals and groups outside school to support learning, but effective tutoring requires appropriate training and careful planning. This brochure, written in both English and Spanish, presents some basic tips for reading tutors. The brochure begins by citing ways in which tutoring helps the learner and ways (NKA) in which it helps the tutor. It then lists 10 tips for reading tutors. Reproductions supplied by EDRS are the best that can be made from the original document S STA 000 U S DEPARTMENT OF EDUCATION Office at Educat,onal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality I Points of view or opinions stated in this s. document do not necessarily represent official OERI position or policy IS . a a a di 111 rr .. . k. a Sell I a a a I . a Tips for . . S Reading Is ^. Tutors c/D )3Mrit' COPY AVAITE11}12 2 No Child How Tutoring Helps Tips for Reading Tutors For the Learner Be positive. o Creates a more favorable atmosphere for learning Praise goes a long way with learners who struggle in reading. (particularly through the use of one-on-one instruction). Provide positive feedback when correct responses are made ("Great! The word is Sequoia."). o Provides more time on task, increased opportunities to read and immediate feedback. Be attentive. Stop learners immediately after an error. Show them what to do o Allows for immediate, positive and corrective feedback and provide them an opportunity to do it correctly ("That word to help the learner stay on track and not repeat errors. is 'trouble: What word is this?"). Try not to use the word "no." 0 Can increase reading performance. Be precise. o Can improve motivation and decrease frustration. Provide clear and direct instructions ("Say this word" rather than "Would you say it?"). o Enhances interpersonal skills as a bond is established with the tutor. Be mindful of mistakes made during the session. o Allows for individual monitoring of progress to ensure Record learner performance. Review anything that learners that learning is taking place. miss. Remember, learners "should say it like they know it." For the Tutor Be diligent. o Establishes important skills such as patience, Work from the beginning to the end of the tutoring session. trustworthiness and responsibility. Be innovative. o Provides an opportunity for community service. Keep tutoring sessions lively and dynamic. o Enhances interpersonal skills. Be focused. o Increases the tutor's own reading performance as a Try to ignore minor misbehavior. result of tutoring. Only recognize good behavior. Be patient. Show learners that you care about them through your commitment and encouragement. 3 Be on time. begins. before the tutoring session Arrive at least 15 minutes the session and materials are ready so Make sure plans for the the student arrives. session may begin as soon as Be committed. student, remain with that Once you have begun to tutor a student throughout the year. Be results-oriented. chart data on a daily basis, and Gather learner performance etc.) to allow a visual display the data (using graphs, stars, the program. of improvements made in opened a new signed into law by President Bush, The No Child Left Behind Act, four basic education The act contains the president's era in American education. for results; increased flexibility and reform principles: stronger accountability including supplemental services for local control; expanded options for parents, methods that and an emphasis on teaching children in low-performing schools; billion dollars Child Left Behind provides nearly a have been proven to work. No reading instruction through promotion of scientifically based n funding for the First programs. its Reading First and Early Reading www.NoChildLeftBehind.gov U.S. Department of Education 400 Maryland Ave., S.W. Washington, D.C. 20202 1-800-USA-LEARN T3327 COPT AVAILABLE 4 La lectura es la base del aprendizaje y del triunfo en la S escuela. Aunque La lectura se aprende principalmente en el salon de clase, muchos estudiantes- necesitan tiempo y ayuda adicionaL la La investigacion indica que tutoria es una magnifica manera para que las personas y grupos fuera de la escuela apoyen el aprendizaje. La tutona eficaz requiere La capacitacion 1 apropiada y la planeacion cuidadosa. Este folleto presenta consejos fundamentales para los tutores en lectura. I Sea positivo. Al. alumno: Los elogios pueden hacer milagros con los alumnos que tienen o Crea un ambiente mas favorable para el aprendizaje mucha dificultad en la lectura. Haga comentarios positivos (especialmente con la instruccion individualizada de cuando se dan las respuestas correctas ( "iEstupendo! La un maestro con un alumno). palabra es Sequoia."). o Da mas tiempo para la materia, incrementa las oportunidades de leer y recibir criticas constructivas Sea atento. inmediatas. Pare al alumno luego de cometerse un error. Demuestrele lo que debe hacer y de la oportunidad de hacerlo correctamente O Permite la retroaccion inmediata, positiva y correctiva para CLial es esta palabra?") Trate de no ("Esa palabra es 'trouble: ayudar al alumno a mantenerse bien encaminado y no utilizar la palabra "no". repetir errores. Sea preciso. O Puede elevar et rendimiento en La lectura. De instrucciones claras y directas ("Di esta palabra" en vez o Puede mejorar la motivacion y disminuir la frustraci6n. de "zQuieres decirla?"). o Mejora la destreza social at establecer lazos afectivos Preste atencion a los errores cometidos durante con el tutor. la sesion. o Permite el seguimiento individual para garantizar Documente el rendimiento del alumno. Haga un repaso de que se este aprendiendo de manera efectiva. todos los desaciertos del alumno. Recuerde que los alumnos "deben decirlo como si lo supieran." Al tutor: o Establece capacidades importantes como la paciencia, Sea diligente. la confiabilidad y la responsabilidad. Trabaje desde el principio hasta el final de la sesi6n de tutoria. o Da la oportunidad para el servicio a La comunidad. Sea creativo. o Mejora la capacidad de buen trato con la gente. Mantenga las sesiones de tutoria animadas y dinamicas. o Eleva el rendimiento en lectura del propio tutor por Centre su atenci6n en el objetivo principal.. estarla practicando durante Las sesiones de tutoria. Trate de no hacerle mayor caso a las faltas leves de conducta. Limitese a reconocer la buena conducta. . /". N., fri Tenga paciencia. Demuestre a los alumnos que ellos son importantes para usted mediante su dedicaciOn y los animos que les infunde. Sea puntual. Llegue al menos 15 minutos antes del comienzo de la sesion de tutoria. Encarguese de que el plan y los materiales para la sesi6n esten preparados de antemano de modo que la sesi6n pueda comenzar tan pronto como llega el alumno. Sea dedicado. Una vez que comience ejerciendo como el tutor de un alumno, continue con ese alumno durante todo el arm. Sea guiado por los resultados. Retina datos sobre el rendimiento del alumno cada dia, y siga los datos en un cuadro (usando un grafico, estrellas, etc.) para permitir una representacion visual de Los mejoramientos Logrados en el programa. La ley No Child Left Behind, conocida en espariol por el nombre Que Ningtin Nino Se Quede AtrOs, firmada por el Presidente Bush, dio inic-io una contiene Los nueva era de la educaci6n en los Estados Unidos. La ley cuatro principios fundamentales para la reforma educativa del Presidente: control mayor responsabilidad de los resuttados; mayor ftexibilidad y local; mayores opciones para los padres, incluyendo los servicios suplementarios para los alumnos en escuelas de bajo rendimiento; y enfasis en metodos de ensehanza de comprobada eficacia. Que Ningon Nino Se Quede Atrds proporciona cerca de mil millones de Mares en fondos para la promocion de la instruccion en lectura con base en la ciencia mediante sus programas Reading First o Antes que nada, la lecture los preescolares. y Early Reading First o Antes que nada, la lectura pare www.NoChildLeftBehind.gov U.S. Department of Education 400 Maryland Ave., S.W. 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