How It works

A School-Based Reading Program with Home & Family Support

One-on-one tutoring

The Institute of Education Sciences 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 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, including:

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.

Program Impact


References
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H.B. (2006). Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations Between and Within Families. Journal of Educational Psychology 98 (4), 653.

Carroll, C.J. (2013). The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills. Theses and Dissertations. Paper 230.

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

Lin, Q. (2003). Parent Involvement and Early Literacy. Harvard Family Research Project.

Sheldon, S.B., & Epstein, J.L. (2004). Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. School Community Journal 14 (2), 39.

Jones, C. (2015). The Results of a Randomized Control Trial Evaluation of the SPARK Literacy Program. Milwaukee, WI: Socially Responsible Evaluation in Education (SREed).