Abstract

Many out-of-school programs lack the resources to incorporate one-on-one literacy tutoring. This practice suggests other practical methods for promoting literacy for children and youth, such as creating a reading corner with cozy pillows, scheduling quiet reading time, and assigning appropriate pairs of children to read to each other. Includes resource list and online directory. Excerpted from section five of the Corporation for National and Community Service's Making an Impact on Out-Of-School Time by the National Institute on Out-of-School Time.

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Issue

Although most people think of one-on-one tutoring when they think about incorporating literacy activities into their out-of-school time programs, tutoring is just one of a broad range of activities that can help increase a child's understanding and use of language.Some programs have the resources and expertise to set up and maintain regularly scheduled and thoughtfully structured one-on-one tutoring sessions. Other programs do not have the resources for a distinct tutoring program, but they can still do a great deal to help children develop basic literacy skills. Because reading is language-based, it is important to incorporate activities that enrich young people's understanding and use of language or promote a love for words and reading in an effective out-of-school time program. And you don't have to be a reading expert to do it!

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Action

Tips for Promoting Reading and Literacy In Out-of-School Time Programs for Children Ages 5-12

Following are some of the simple things you can do to promote reading and literacy in your program:

• Create a Print-Rich Environment: Make books a prominent part of your environment.
• Solicit Book Donations: These can come from families of children in the program, local businesses, and booksellers. Develop a diverse book collection and rotate the books that are set out on a regular basis. Include plenty of simple books for new readers. Pop-up books can help younger children get interested in books. Many children are also fascinated by "How things Work" books and books on favorite topics such as cars, airplanes, planets, and animals. Magazines with colorful pictures can also be very popular. Include classic children's literature and books that emphasize development of positive character traits.
• Create a Cozy, Inviting Reading Corner: Use bookshelves, beanbag chairs, a rug, and pillows to achieve comfort.
• Set Aside a Reading Time: Set aside a regular time period every day or on certain days of the week when children read on their own or to each other. Let children see staff reading their own books during this time. Thirty minutes of reading time a day can make a real difference.
• Read Aloud: Have children help you select books to read aloud to the group. Be sure to include multicultural books. Books with chapters work well for older children so that you finish one chapter each time you read. Younger children generally like stories that can be read in one session. Be sure that readers read with animation and enthusiasm. Young children especially like it when a reader changes voices for different characters.
• Create Plays or Skits from Favorite Books: Have children work in small groups to create a play from a book they have read. Plays can be very simple, put together in an hour or so or they can also be elaborate, week- or month-long projects, complete with scripts and costumes.
• Read Instructions: Ask children to read instructions for games, computer software, and crafts. Assign "reading buddies": Have older and younger children read to each other on a regular basis. Give older children simple training about appropriate "reading coach" techniques.
• Write Stories: Have children make up and write out stories. Encourage them to draw illustrations for their stories and create storybooks. Children can work individually or in small groups, using computers if available.
• Start a Newsletter/Newspaper: Have children write a regular newsletter about past and future neighborhood and/or program activities. They can include opinion columns, photos, interviews.
• Keep Journals: Give each child a small notebook and set aside a few minutes each day for writing and/or drawing. Encourage children to write about thoughts and feelings as well as events of the day. Help them get started by giving them a question to answer such as: What is the best thing that happened to you today? If you could go back and do last week all over again, what would you do differently? Assign a staff person to regularly respond to journals through individual conversations with children or comments in their journal. Younger children can draw pictures in their journals and explain their drawings to staff. Drawing helps children express themselves on paper and prepares them for writing.
• Engage Children in Conversation: Encourage staff to talk actively with children, to ask them questions about school, hobbies, and family life. Snack, recreation, and transition time can be an especially opportune time for these conversations. As staff ask questions and listen attentively to answers, children can learn to organize their thoughts, present clear answers, and enjoy conversation. Research shows that interactive conversation is very important to developing literacy and reading skills.

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Citation

Making an Impact on Out-of-School Time. National Institute on Out of School Time, at Wellesley College Center for Research on Women. The Corporation for National and Community Service: June 2000.

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For More Information

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Resources

101 Read Aloud Classics, by Pamela Horn.

Children's Classics to Read Aloud, by Edward Blishen.

Developing Multicultural Awareness Through Children's Literature: A Guide for Teachers and Librarians, Grades K - 8, by Patricia L. Roberts and Nancy Lee Cecil.

The Service Learning Bookshelf: A Bibliography of Fiction and Nonfiction to Inspire Student Learning and Action, compiled by Cathryn Berger Kaye.

Source Documents

Related Practices

• Choosing and using a literacy model
• Training literacy tutors

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