This is a good question because students will naturally be more likely to succeed at something that they find exciting.
It’s also a good question because many tutors, in their zeal to improve reading skills, might forget the importance of promoting an interest in reading. I know that as a beginning tutor, I lost sight of this important goal and pushed students too hard and too fast--not a good way to build a love of reading!
Here’s what I recommend:
- Remember that your primary goal should be to foster enthusiasm for reading. Once we set this goal, it will naturally influence our actions.
- Remember that your student’s difficulties may have years of history, and that we can only do so much at a time. Your student is painfully aware that his or her reading ability is poor, and will not benefit from being pushed.
- Find engaging reading material. You and I don’t want to read books that don’t interest us, and your students are no different. They should be allowed freedom to choose what they want to read whenever possible.
Remember that you have the power to set the tone for your encounters. Here’s the attitude that I silently try to convey:
- "I’ve got some wonderful books that we can read together, and I can help you." "You are in good hands here, and I will support you as you slowly stretch your reading abilities. It may take time, but as we work together you will improve."
- "This is a safe place where you can get the help you need. I will not push you-- you will know when it’s time to move on to more demanding material."
- "I know that you want to learn (even if you pretend that you don’t) and we will work together so that you will achieve your goal."
Stay in the "Instructional Level". This is really important, so I will discuss it separately. What is the "Instructional Level," and why does Ruth keep harping on it?
I would say that the "instructional level" is the most important concept that I’ve learned. It transformed my tutoring sessions into fast-moving and effective learning collaborations.
Basically, it means that students learn best with material that’s not too hard, and not too easy, but just right.
It’s not just somebody’s theory. Studies indicate that the most efficient learning takes place when we stretch ourselves just a little bit. If our material is too hard, we may not even be capable of digesting it. If it’s too easy, then obviously little growth can take place.
Staying within your student’s instructional level allows you to accomplish two things:
- Your student will certainly have a more positive attitude toward working with you, and toward reading in general.
- Your student will actually learn more--not less!
So, remember that "harder" reading material will not necessarily speed up your student’s progress, and might actually slow it down.
Information in this article is from Literacy Connections
