Abstract

Research has demonstrated the importance of learning with books that students can read accurately, fluently, and with good comprehension. When selecting a book for reading, tutors need to consider language and picture support as well as the child's interest in the book topic and prior knowledge needed for understanding. This excerpt from the LEARNS Literacy Assessment Profile helps tutors select books that are appropriate when planning the tutoring session.

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Issue

Tutors need to consider the following factors when choosing books to bring to tutoring sessions: age-appropriate language and picture support, interest the topic or story will have for the student, and the amount of prior knowledge the student needs to understand the book. (Arlington, 2001) For children to have successful reading experiences, the level of the text must match their reading level.

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Action

Beginning Your Work Together

Children enjoy being read to. Begin your work by bringing several books; allow the child to select the book. Tutors can learn a great deal about children based on their responses to stories. You might read to the child for a few sessions before you begin the process of book selection.

Emergent Reader

1. 1. Bring a few books from the lower level emergent list if you know your child isn't reading. (A list of books for a range of reading levels is included in the LEARNS Literacy Assessment Profile.)
   2. Allow the child to select a book that you will work on together.
   3. Take a "picture walk" with the child through the book. Give the child time to look at the pictures. Encourage the child to make predictions about the content of the story.
   4. Ask the child who should read the book first — you or the child. Give the child time to look at the pictures. Encourage the child to make predictions about the content of the story.
   5. Discuss the book with the child. Topics you might raise include: the match between the story and the predictions; the connections between the story and the child's personal experience.
   6. Suggest that the child take a turn reading the book. Encourage the child to use the picture clues and any other reading strategies. If the child refuses to read the book, say that you will read the book together.
   7. Point to the words, read slowly, and when you come to a predictable word, pause and see if the child can fill it in.
   8. Observe the reading behaviors of the child. Ask yourself: What skills and strategies is the child trying to use to read? Is the child using the pictures, language patterns, and context of the story to figure out the words? Does the child try to use the initial consonant sounds?

Select a Book

1. 1. If the child has not read the book with ease, then s/he is an early emergent reader.
   2. If the child has read the book with ease, choose another early emergent book. Take the picture walk and this time see if the child can read the book without you reading it first.
   3. If the child reads the early emergent books easily, choose a book at the upper range of the emergent level.

Beginning Reader

If you have reason to believe that the child may be a beginning reader, put out books at both the emergent and beginning levels and ask the child to select a book.

1. 1. Take a picture walk to make predictions about the content of the book.
   2. Ask the child to elaborate on these predictions based on what s/he knows about the topic of the book.
   3. Ask the child what kind of words might be used in a story about a specific topic, for example, pets.
   4. Ask the child to read a couple of pages of the book.
   5. Discuss what has happened so far in the book to see if the child understands the story while reading.

Select a Book

1. 1. Decide if this is an appropriate book, based on the child's understanding and the number of errors made in reading.
      Note: Typically, if a child makes more than five errors on a page, the book is too hard. It might take a few sessions before you find a book that is on an appropriate level for your child.
   2. If you feel this book is too challenging, offer the child an easier book.

Early Independent Reader

Children often have an excellent understanding of the level of books most appropriate for them. If you know your child is reading, you might offer books that represent both the upper and lower range of beginning and independent levels. Have the child select the book.

1. 1. Discuss the topic of the book with the child. Find out what the child knows about the topic.
      Note: Children may be able to read books on harder levels when they have extensive background knowledge on the topic.
   2. Ask the child for examples of the kind of vocabulary that might be used in a book on this topic.
   3. Ask the child to read a few pages of the book.
   4. Discuss the book with the child. Make sure s/he understands the book and can discuss the story.

Select a Book

1. 1. Decide if this is an appropriate book based on the number of errors the child makes and how well the child understands the text.
   2. If the book appears to be too difficult, offer the child an easier book.

Points to Remember

• It is important for children to reread familiar books. Rereading allows them to become fluent with the strategies and skills they are using. It gives children a sense of satisfaction and makes them feel competent about reading.
• Once children reach a particular level of reading, they need to read many books at that level. This allows them to consolidate their learning, apply new skills to the text, and read with increasing levels of independence.
• The best indicator of whether or not a book is suitable for a child is how that child responds to the book. Sometimes a child's interest in the subject matter, personal experiences, and determination enable the child to read a book that might be considered "above level."
• From the beginning of a child's literacy instruction, discussing and understanding the meaning of the story is an important part of your work with children. Comprehension is not a skill that children acquire once they learn "how to read." They acquire it through ongoing practice with authentic reading materials.
• Always try to bring a selection of books so children can choose which book they want to read. This helps children feel responsible for their own learning.

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Citation

Gold, Judith and Lance Potter. LEARNS Literacy Assessment Profile: A system for student assessment and program evaluation. Corporation for National and Community Service: Washington, DC. October, 1999.

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For More Information

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Resources

Allington, R. L. What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Longman. 2001.

Source Documents

Related Practices

• Understanding how children learn to read

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