Volunteer Read-Aloud Programs

The idea of a volunteer read aloud program that benefits struggling readers sounds great.  In the article I recently read this was the topic researched by Erika Thulin Dawes.  The article was titled Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program.  This article was great and I think more programs like this should be implemented.  If done correctly and given the right amount of attention they could be greatly beneficial for young readers. 

This study was based on a program called Books at Noon.  It was a volunteer program, where local community members would come read with struggling students for an hour during lunch.  They would do this once a week throughout the school year.  There was three main sessions that was observed in this article.  All three had volunteers taking different approaches to assist the students. 

The first set was Garland and Marissa.  The approach that Marissa took when working with Garland was much of a traditional teacher.  Their usual routine included reading the chapter, writing a brief summary, and to identify, define and record vocabulary words.  They maintained a journal that they recorded in every week.  The model was Marissa was an educator and Garland was the student to gain knowledge. 

The second group was Tyrone and Miles.  Miles took a much different approach then Marissa.  Miles made many connections to their own experiences with animals.  This was the topic of the encyclopedia that they were reading.  They would use their background knowledge they acquired through text, media and other sources.  Tyrone placed an equal amount on text and talk. 

The third group was my favorite William and Joseph.  Joseph would read six books during their session.  They would act out the text.  They would use a form of oral and physical dramatization with each book. 

“These Books at Noon partners considered text, talk, personal experience, interpretive abilities, observation, and physical expression to be sources of knowledge.” (16)  Though all three sessions went differently I think it was best for that particular kid.  It is mentioned that there is not just one experience that can cover all students.  Finding the right method to fit a student is essential for success. 

There was no statistics about test results before and after the program.  This could be done as a tool to keep getting funding and showing improvement.  Thought Dawes does mention that test results can’t reveal fully what each child takes from the program.  This program also shows different processes and purposes for reading.  I think it’s great. 

There were two questions that needed to be posed to maximize student benefit. 

1.       What expectations, goals, and perceptions of students and learning do volunteers bring to the experience?

2.       How can we prepare volunteers to read and talk with students in ways that help students to perceive themselves as successful readers and foster a broad definition of the purposes and processes of reading?

I really think programs like this can be so beneficial to students.  One hour a week of one on one reading instruction is great.   I think that schools and teachers need to get behind similar programs.  Teachers should assist the volunteers in any way possible.  This needs to be done in more schools.  The program for its benefits cost the schools virtually nothing. 

 

Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program

Erika Thulin Dawes
Language Arts, Vol. 85, No. 1, Expanded Spaces of Learning (September 2007), pp. 10-19
Published by: National Council of Teachers of English
Article Stable URL: http://www.jstor.org/stable/41962239