Background Information for America Reads

Federal Site Internet Address: America Reads Challenge

SCCC Reading Buddies

The following information was taken from the "The American Reads Challenge Legislation Questions and Answers".

1. Why do we need a reading initiative?

America does well on international comparisons when it comes to literacy, but too many young people are struggling through school without having mastered the most essential and basic skill of reading . In 1994, 40% of 4th grade students failed to attain the basic level of reading on the National Assessment of Educational Progress. [Source: NAEP 1994 Reading Report Card for the Nation and the States]. Reading forms the strong foundation needed for school learning, self-sufficiency, responsible citizenship, and productive employment. Students who fail to read well by 4th grade often have a greater likelihood of dropping out and a lifetime of diminished success.

The fundamental purpose of the America Reads Challenge is to enable parents and educators to complement and expand existing successful literacy efforts to help many more children increase their skills and achievement levels and to provide children who need additional help in reading with extended learning time.

2. What is the goal of the America Reads Challenge?

The goal of the America Reads Challenge initiative is to mobilize all Americans to ensure that all children can read well and independently by the end of third grade. The America Reads Challenge legislative proposal specifically would build on groundwork laid by classroom teachers, librarians, and reading specialists by drawing upon the invigorating spirit of community volunteers in tutoring. The proposal seeks to encourage family and community involvement in the education of America's children by linking AmeriCorps members, trained and qualified reading professionals, and volunteer tutors to community and school-based literacy efforts.

3. How do people get involved in the America Reads Challenge?

Right now, everyone can get involved in the America Reads Challenge.

1. Instill a love of reading in your child. Parents are their child's first teachers and learning begins at home. By reading aloud to their children regularly and using TV wisely, parents can empower their children with the lifelong habit of reading and learning.

2. Call the college university nearest you, or your alma mater, to see if it has joined the America Reads Challenge. The best office to begin with may be the Financial Aid Offices.

"Reading Buddies"

SCCC has responded to the America Reads Challenge through the establishment of a "Reading Buddy Mentoring" program for primary grade students to assist in strengthening their reading backgrounds. The role of the "Reading Buddy Mentor" is to provide opportunities for their "buddy" to get a "feel" for the written word and experience the pleasure that comes from enjoying a good book and to help the student make the transition from reading instruction to reading books for pleasure.

According to Harris and Sipay ¹ reading is "the meaningful interpretation of written or printed verbal symbols. Reading is an extension of oral communication and builds upon listening and speaking skills. Reading is reflective and evaluative." This understanding of reading has been used to develop the "SCCC Reading Buddies Program".

The word mentor is a Greek word meaning counselor. Mentor was a friend to whom Odysseus, when setting out for Troy, entrusted his house and the education of Telemachus. Hence it has come to be known as "a faithful counselor".

Experience, language factors, emotional and social maturity and interest in books are key readiness skills for learning how to read. As a reading mentor, SCCC students will provide their "Reading Buddies" with activities that will foster the development of these readiness skills.

As with any skill, reading needs to be practiced on a regular basis. The role of the reading mentor will be to model good reading skills and provide opportunities to practice reading.

The "Reading Buddy Mentor" is a special person who values reading, likes children, and is willing to work to improve children's literacy skills by working one on one with a child. The warm rapport a Reading Buddy can provide offers a safe environment for children to experiment with the written word and can provide the emotional security needed to develop strong reading skills and an interest in reading.

Basics of Program

Building Background information

The more we bring to our reading, the more we get from our reading. For this reason, the reading mentor will serve as a resource person for the student. Their job will be to discuss the concepts that will be covered in the story to provide the student with the information needed to better understand the story.

Reading

Listening to oral reading provides children with an opportunity to hear the rhythm and intonations used to express the feelings and attitudes of the characters. This activity also increases children's receptive and reading vocabularies. Reading stories that are above the children's reading level increases their knowledge and develops their background information. This also provides them with a pleasant recreational activity. Reading orally to their "buddy" is a key componenant of the mentoring prorgram.

Listening

All children and especially beginning readers like to have an opportunity to perform. Reading out loud to an adult that they trust and like is a very positive experience for a child. Oral reading provides the reader with the practice they need to improve their reading. Positive support helps the child attain the confidence they need to be successful readers. Listening to their "buddy" read is an essential part of the mentoring program. This also provides the mentor with information about word recognition skills that can be used to prepare for subsequent sessions.

Developing Word Recognition

Recognizing "sight words" is an important reading skill. Mentors will help their "Buddy" improve is this area by creating individual word files for them. These word files will also be used to play word games and for flash card drills.

Journaling

Reading and writing are two sides of the same coin. Reading and writing are the essential skills needed for success in school. Comprehension skills are improved by responding to what we have read. A reading journal is an excellent way to react to what we have read thus improving our comprehension and writing skills. Mentors will serve as a "secretary" for their "Buddy" to help them see the connection between reading and writing. They will write the information that their "Buddy" dictates in journals. Mentors can also write their thoughts about the stories for their "Buddy" to read.

Developing Library Skills

One way to foster an interest in reading is by teaching their "Buddy" how to use the school library. Mentors will teach the "Five Finger Method" of selecting books to help their "Buddy" find books in the library that they can read by themselves.

Schedules

Mentors are required to commit to a least THREE hours per week. However they are not limited to three hours. Two hours will be spent at the site ( participating elementary school ) and one hour at SCCC reflection meetings. Prior to working at the site mentors are required to successfully complete TEN hours of training.

Responsibilities

• First and foremost mentors must adhere to the rules of the school they will be working in.
• MENTORS MUST BE CONSISTENT AND PUNCTUAL.
• Mentors must be prepared for each of their sessions.
• Mentors will be required to write up the activities they will be using with their "Buddy" and a follow up report on their session.
• Mentors MUST attend ALL training sessions.
• Mentors MUST attend the weekly reflective sessions.
• Mentors' decorum is most important. They represent themselves and SCCC. Their conduct and speech are to be professional and appropriate.

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  ¹ Harris, A. & Sipay, E., 1990 How to Increase Reading Ability, 9th Ed. New York: Longman