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Parents and Peers as Reading Partners

Parents and Peers as Reading Partners. Jane Kring PARP Coordinator. PARP – Parents and Peers as Reading Partners. After School Program – Tuesdays and Thursdays Oct-March Snack while listening to a story Read one on one to partner Craft, writing or team-building activity

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Parents and Peers as Reading Partners

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  1. Parents and Peers as Reading Partners Jane Kring PARP Coordinator

  2. PARP –Parents and Peers as Reading Partners After School Program – Tuesdays and Thursdays Oct-March • Snack while listening to a story • Read one on one to partner • Craft, writing or team-building activity • Late bus or pick-up

  3. PARP • Community Events S’mores and Scary Stories Movie Night and Book Swap Family Game Night & Scrabble Tournament

  4. Personal Motivation for starting PARP • Involvement with Literacy Volunteers • Head Start and GED program • Farida, Willie, Boris • One on one help works, reading’s importance • Work study with 3rd graders in Syracuse • There are a lot of children who need help learning to read • Teaching High School Science in NC • It is very difficult to do well in other subject areas if students cannot read near grade level

  5. PARP Guiding Principles • Importance of Early Practice • Paired Reading • One-on-One Attention • Biweekly meetings to maximize results and improvement • Community Involvement • Mr. Whitehead and Presbyterian Stone Church

  6. Benefits to Learners Practice improves reading skills Better readers do better in school Doing well in school means more life choices Benefits to Tutors Positive force for good Resume’ Good place to be Laughter Food and parties ? Scholarship PARP After School Program Participant Benefits

  7. The Importance of Practice • Skilled readers enjoy reading and read a lot independently • Struggling readers find reading difficult and frustrating so they avoid it • Continual reading practice causes good readers to far surpass poor readers • Practice will improve reading skills • (Stanovich, 1986)

  8. The Importance of Practice

  9. The Importance of Practice

  10. The Importance of Practice • Encouraging practice when students are learning to read, will make them better readers • Once they are better readers, they will practice more • More practice will make them even better readers

  11. Peer Tutoring Perks • Improves the skills of tutors as well as tutees (Ehly, 1986) • Builds tutor social skills (Garcia-Vazquez & Ehly, 1995) • Motivates tutees

  12. Important Tutoring Guidelines Which Ensure Success(Garcia-Vazquez& Ehly, 1995) • Selecting peer tutoring activities that supplement classroom instruction • Providing thorough training to peer tutors in the essential elements of the tutoring process • Ensuring the peer tutors have mastered the essentials before meeting with tutees

  13. Important Tutoring Guidelines Which Ensure Success(Garcia-Vazquez& Ehly, 1995) • Adopting research-based treatments to improve the reading skills of tutees • Paired reading is a research-based instructional technique that increases reading fluency • The National Reading Panel’s comprehensive review of reading instruction techniques concluded that “practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in expertise for students-for good readers as well as those who are experiencing difficulties (NRP, 2000, p.3-3).”

  14. Important Tutoring Guidelines Which Ensure Success(Garcia-Vazquez& Ehly, 1995) • Conducting periodic ‘tutoring integrity checks’ • Focus on appropriate activities, praise, and timely use of corrective feedback • Monitoring the effectiveness of peer tutoring • Look for improvements in reading fluency and comprehension

  15. Training Curriculum • Lesson 1: Procedures and Positive Behaviors • Lesson 2: How to Give Tutees Compliments • Lesson 3: Strategies to Build Reading Fluency - Paired Reading • Lesson 4: Writing for Reading • Lesson 5: Review and Graduation

  16. PARP 2009-2010 • 31 K-4th graders assisted with reading • 21 students faithfully attended • 5 K, 4 1st, 8 2nd, 4 3rd, 1 4th graders • 13 students attended for part of the year • 28 volunteer reading partners • 8 adults, 6 regularly • 20 MCS students, 2 faithfully

  17. PARP 2009-2010 • DIBELs Test Results • Kindergarteners - Started with 3 Benchmark Students, 1 Strategic...Ended with 4 Benchmark students • 1st graders - (1 no data) Started with 1 Intense, 2 Benchmark...Ended with 1 Intense, 1 Strategic, 1 Benchmark • 2nd graders - Started with 6 Benchmark students, 2 Strategic...Ended with 4 Benchmark Students, 4 Strategic Students • 3rd graders - Stayed the same • 4th grader - no data

  18. PARP 2009-2010

  19. Reactions to Data • How would the children have done without PARP? How do they compare to their classmates who didn’t attend PARP? • The right students are getting involved in the program • There is room for improvement • Would other “soft data” show improvement? • What measurements should be used to assess the program’s success?

  20. PARP 2009-2010 • Lessons learned • While the library is nicer and quieter, the kids are more productive in the wireless lab • Book selection is challenging for students, books from the classroom are best • Kindergarteners are not appropriate for the regular PARP program, they do well with Sandy Wright in a small group

  21. PARP 2009-2010 • Lessons learned (cont.) • Adult volunteer reading partners and 4th grade volunteers reliably come • Most young readers reliably come • Student of the Month Assembly is nice! • 1st graders subjectively show a lot of progress • Students enjoy participating, no problems involving young readers

  22. PARP 2009-2010 • Lessons learned - budget • $10/week for juice and crackers from the cafeteria • $5/child and reading partner for awards • $40/pizza party

  23. PARP 2010-2011 • Changes • Attendance Policy • Focus on all interested K & 1st graders, and teacher-selected 2nd and 3rd graders • Recruitment of 4th-6th grade reading partners • Monthly reading partner meetings

  24. PARP 2010-2011 • Changes • Dissolution of the PTSA • Liability insurance through Haylor, Freyer & Coon, Inc. as coordinated by Leslie Hockey • S’mores and Scary Stories fund raiser 10/29 after school • ?Applying to become a non-profit corporation • ?Tutor incentives • ?Scholarship for graduating senior

  25. Thank you MCS • Ruth Lincoln - support & awards assembly • Natalie Panshin - library use • Debbie Aldrich - volunteer reading part. • Jane Wagoner - snacks • Ms. Miller, Ms. O’Donnell, Mr. Doyle, Ms. Emrich, Ms. Gibson, Ms. Aldrich, Mr. Paradis - baggies of books • Ms. Bissell, Ms. Ritchie, & Mr. Nowak - classroom use

  26. Suggestions • Program duration • Students to involve • Chapter books to read aloud • Community contacts 344-7538 or janeakring@yahoo.com or Ms. Woodside • Communication • ?Links to Strategic Plan

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