The Institute of Education Sciences (2003) reports that one-on-one tutoring for at-risk readers in grades 1 through 3 has the greatest positive effect on students' literacy outcomes. To account for this need, tutors provide direct service and implement Future Forward by providing one-on-one reading instruction to students in grades K through 3 during the school day. Tutors are often college students, many of them pre-service teachers or in service-related fields of study.
Tutors engage in one-on-one half hour sessions with each student three times a week, develop lesson plans that are developmentally appropriate, and work with their students' teachers to integrate literacy instructional priorities being taught in the classroom. Tutors are trained and supervised by state-certified educators or youth serving professionals who support high-quality lesson planning and program implementation through observation and data collection.
While the lesson plan template precisely guides the tutor through the half hour, the specifics are designed for the individual student. Lesson components are research-based, and include:
Student progress is evaluated by a Running Records assessment, which is approximately every third lesson, and pre-and post-tests for each literacy skill unit, so that tutors can recognize when a student is ready to move on to a new skill level. Additionally, student literacy is monitored using a formal PALS assessment, which is administered twice a year.
Institute of Education Sciences (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User-Friendly Guide. Washington, DC: U.S. Department of Education