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YES READING CENTER: A model tutoring center for disadvantaged kids |
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Reading First, President Bush's initiative for educational reform, is now the law of the land. It has galvanized the educational community into contemplating various approaches of how to implement this mandate most effectively in order to achieve the best results possible. While private-sector programs that focus on putting computers and Internet access in the classrooms of poor schools have garnered a lot of attention recently, some educators and community members say the real problem is not being addressed by the high-tech effort. "What good is the Internet if you can't read?" says Mary Shaw, who has worked tirelessly over the years to open doors for educationally disadvantaged kids. "The key is reading-all else flows from that." That statement could serve as the motto for the effort Ms. Shaw and a battalion of other community leaders have launched in Menlo Park. Their program, a non-profit organization located on a school campus, offers one-on-one tutoring during and after school to children who are reading significantly below grade in the low-achieving Ravenswood City School District. Using a systematic, intensive phonics teaching text developed by Dolores Hiskes as the heart of the curriculum, the YES Reading Program is a welcome supplement to classroom instruction at a school where a number of children speak a primary language other than English. "Bringing student reading scores up to grade level cannot be accomplished by one classroom teacher with about thirty kids from just about that many different cultures," observes Ms. Shaw. "The majority of these students in urban low-income areas are from non-English speaking families, and our one-on-one tutoring by caring adult volunteers makes a great difference. We brought thirty kids up to grade level last year." Calling the tutoring program "an outstanding model," Board member Emily Garfield says she hopes other such programs are developed. "If youngsters can't read, it's a disaster for them-and not just academically," she says. "It washes over into just about everything." This independent, privately-run tutoring program is conducted in a double-size portable classroom donated by Stanford University and renovated by the University Rotary Club of Palo Alto. It is located on the Belle Haven Elementary School Campus because that school had the lowest reading scores in the district. Its success has surprised everyone-there are now over sixty enthusiastic volunteer tutors from the local community. YES Reading has received a grant from the Peninsula Community Foundation and Yahoo! as well as generous donations from many of the tutors themselves. Organizers are hoping for more such funding. All tutors are trained to use the teaching method employed in Hiskes' Phonics Pathways, and find the simple, progressive, step-by-step lessons very clear and easy to follow as well as easy to teach. It is a gratifying experience for students and tutors alike. "We have developed an easy-to-use but structured and comprehensive reading, spelling, and comprehension curriculum. Best of all, no prior teaching experience is necessary. This, along with flexible scheduling for volunteers, makes it possible for the community to help," says Ms. Shaw. The tutoring is two-tiered. On Mondays and Thursdays a dedicated core of highly-committed adult community leaders tutor children in the Center. High school and college students volunteer for the after school and summer tutoring programs. Students are referred by classroom teachers, and are evaluated when they enter the program. An ongoing evaluation is continued until they have achieved grade level, at which time they graduate from the program. Upon graduation each child receives a book of their choice, is congratulated in front of his classmates, and receives a certificate of graduation at an end-of-the-year ceremony for students, teachers, parents, and tutors. YES Reading is being hailed by the teachers, administrators and parents as a bright ray of hope for the future of kids who were falling hard between the cracks. Molly McCrory, who with Ms. Shaw and Jean Bacigalupi founded the volunteer effort, says one visit to a tutoring session should be enough to convince others to sign up. "With one of our children for a half-hour, they'd be hooked," she says. "It is a way to take a child, and change the life of that child." Ms. Bacigalupi, who has volunteered her time and effort to many causes in her life, recalls how she became involved as a tutor. "I was tired of sitting on boards-I wanted to work with children." She says the work is greatly satisfying, and she takes additional pleasure in sending a child who is mastering reading skills home with books so they can read to their younger siblings. Ms. Shaw says the program enriches the lives of everyone involved. "I walk in now and kids throw their arms around me," she says, beaming. In fact, the program appears to have won over kids who initially had to be dragged kicking to the library. "At the beginning, the kids were terrified," recalls Ms. McCrory. "Some had tears in their eyes, and jackets over their heads." Now, Ms. Shaw adds, "it's really hard to get some of these kids to leave when the session is over." Fifth-grader Ruby shyly confides that she comes for extra tutoring whenever there is room. Smiles Ruby, "The tutors help me read better, so I can pass my grade. If I'm stuck they show me how to do it. They care about me and love me!" Young José enthusiastically concurs. He never used to like to read or raise his hand in class. Now, after graduating from YES Reading, he states "I learned a lot, and it felt good. The tutors helped me learn to read. It's fun!" He very proudly adds, "Now, after I sound out a big word, I know what it means. When I got my book and certificate I was so happy and proud!" The teachers and administrators are just as enthusiastic about YES Reading. Amanda Feld, a 5th grade teacher, observes "Students are able to read in a short amount of time. There is a huge amount of improvement in performance and self-esteem. Kids who didn't like to read come back all fired up and are achievement-oriented, and tutors are responsive to the needs of teachers as well. I love this program!" "It has made a dramatic difference" for children in her class, relates fifth-grade teacher Terri Ferraguto, who sends five of her students to half-hour sessions twice a week. One boy who began class last fall reading at kindergarten level is now reading at third-grade level after two or three months of tutoring, she notes. Just as important, she adds, is how "the one-on-one attention has made such a big difference in his behavior in the classroom." Fourth-grade teacher Mr. Harris happily concurs. "Students learn a lot in such a short time. Kids who didn't like to read now love reading. They raise their hands and have confidence. They are fluent, and now read for fun. Christian was in low second when he first came, and six weeks later he has a B+. We all love YES Reading!" Clearly, YES Reading has evolved into a highly-successful state-of-the-art reading center where volunteers are helping to give students the skills they need to succeed in school now and to become productive members of our society later. Mary Shaw smiles with quiet pride, "We are making a long-lasting positive impact on our community by teaching students to read and by fostering relationships between students and volunteers of diverse backgrounds. Students improve in self-confidence, and feel more capable of achieving their goals. Older students are less likely to fall into the Juvenile Justice System." Mary states, "The YES Reading Board envisions our tutoring center as a model that could be replicated in other communities, working in partnership with teachers and schools to help solve the problem of illiteracy in today's complex and multinational society. "Already we have computer centers in most schools. Why not reading centers? We are no longer little red school houses when one teacher had fewer children, taught simpler subjects, and had help from families who mostly spoke English. Reading centers such as ours would go a long way toward addressing the overwhelming state of illiteracy in this country today." |
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