Meet Our PresenterDr. Darrell Morris is a professor of educationand director of the Reading Clinic atAppalachian State University in Boone, NorthCarolina. After receiving a doctorate from theUniversity of Virginia, he taught at NationalLouis University in Evanston, Illinois and helpedestablish an after-school tutoring programknown as The Howard Street Model ofTutoring in nearby Chicago. He consults withschool districts throughout the United States toestablish early reading-intervention programs.

Suggestions For Using This Issue

Become acquainted with the program material.– Utilize the guidebook.– Listen to the CD soundtrack.– Watch the videotapes.

Plan staff development activities.– Choose questions to enhance understanding.– Engage the viewer in discussion.– Duplicate pages in the guidebook.

Use the videotapes for maximum benefit.– Show part of a video, stop, and discuss.– Allow individuals or small groups to watch

the videotapes.– Watch the tapes repeatedly for

greater understanding.– Include parents and community leaders.

IntroductionFinish this sentence stem: “Children whostruggle with reading in the early primarygrades and fall behind...”

Did your response reflect a prediction ofcontinued problems with reading? Why isit that students who encounter initial read-ing problems so often continue that pat-tern for many years into the future? Whyare classroom reading interventions so sel-dom successful in helping struggling read-ers catch up with their peers at grade levelstandards?

Volume Ten Issue Six of TThhee VViiddeeooJJoouurrnnaall ooff EEdduuccaattiioonn portrays a powerfulmodel of tutoring for reading successspecifically designed for the strugglingreader beyond grade one.Tutors are shownin action guiding learners with specific andeffective interventions.

Highlights of the Program

• The Five Keys to Success of the Howard Street Model.

• Teachers, volunteers, and para- professionals as tutors.

• How reading specialists supervise tutors.• The process of assessing student reading

progress.• Examples of tutors using a Three-Part

Lesson.

Helping Struggling Readers Beyond Grade OneFeaturing Darrell Morris Volume 10 Issue Six

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Beginning of VideotapeIntroduction to Issue:

• Through oonnee--ttoo--oonnee ttuuttoorriinngg, struggling young readers can rreeccaappttuurree lloosstt ggrroouunndd before it is too late.

PPaarrtt 11 SSuummmmaarryy• The HHoowwaarrdd SSttrreeeett MMooddeell of tutoring is a ccoosstt--eeffffeeccttiivvee, exciting way

to help children who are having difficulty learning to read.

The Howard Street Model • Developed as a vvoolluunntteeeerr--ttuuttoorriinngg pprrooggrraamm, the Howard Street Model

of Tutoring is a replicable, specific system in which vvoolluunntteeeerrss or ppaarraapprrooffeessssiioonnaallss tutor under the close ssuuppeerrvviissiioonn ooff aa rreeaaddiinngg ssppeecciiaalliisstt..

• The model can work either in a two-day-per-week after school format, or can be incorporated within the school day.

• The Howard Street Model has Five Keys to Success:11.. CCaattcchhiinngg SSttrruugggglliinngg RReeaaddeerrss EEaarrllyy22.. BBrriinnggiinngg iinn TTuuttoorrss33.. RReeaaddiinngg SSppeecciiaalliissttss SSuuppeerrvviissiinngg tthhee TTuuttoorrss44.. AAsssseessssmmeenntt55.. TThhee TThhrreeee--PPaarrtt LLeessssoonn

Catching Students Who Struggle with Reading Early• One-third of children get to first grade without necessary skills in

reading.

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Videotape 1Part One: Helping Struggling Readers

Beyond Grade One

Content Outline to Facilitate ViewingIf you plan to watch only a specific segment, look for the colored bar with the icon indicated below and found at the time listed. In the videotape, the icon will appear in the lowerright-hand corner of the screen.

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• These same children continue to struggle as they move up the grades,never reading at grade level.

• If these ssttuuddeennttss aarree ddiissccoovveerreedd eeaarrllyy,, tthheeyy ccaann oofftteenn ccaattcchh uupp before thethird or fourth grade.

Bringing in Tutors• TTuuttoorrss ccaann ccoommee ffrroomm wwiitthhiinn tthhee sscchhooooll or as vvoolluunntteeeerrss ffrroomm tthhee

ccoommmmuunniittyy::- Teacher Aids- Reading-Specialists-in-Training- College Students- Parents/Grandparents- Service Volunteers- Anyone Interested in the Success of Children

• Both ttuuttoorr and ssttuuddeenntt bbeenneeffiitt from the personal, oonnee--ttoo--oonnee eexxppeerriieennce.

Reading Specialists Supervising the Tutors• The ssuuppeerrvviissoorr iiss eesssseennttiiaall to the success of the tutoring program.

• RReeaaddiinngg--SSppeecciiaalliisstt SSuuppeerrvviissoorrss oversee the tutoring by:- Pairing and scheduling tutors with students- Selecting books at appropriate levels- Designing the lesson plans- Modeling instructional techniques- Monitoring and observing- Assisting or intervening when necessary

Assessment• GGaatthheerriinngg pprree--tteesstt and ppoosstt--tteesstt ddaattaa iiss nneecceessssaarryy to ensure the success of

one-to-one tutoring.• Simple aasssseessssmmeennttss iinncclluuddee::

- Word Recognition Lists- Passage Reading (Including Comprehension)- Spelling Assessment

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continued

How can volunteers in your school help struggling readers?

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1. What intervention strategies or programs are currently being used in your school to meet

the needs of struggling early readers?

2. How can the mindset of “Here we go again with another reading program” be addressed in

the introduction of this model to teachers?

3. Research shows students who are lagging in first-grade reading skills continue that trend

throughout their formal school experience. Discuss reasons for this disturbing pattern.

4. Share your background and training in comprehending the difference between knowing how

to read and understanding how children learn to read.

5. How do standardized tests differ in purpose from the assessments used in this reading

model? How can the data obtained from each be effectively used?

6. Explore reasons why consistently tutoring twice a week is so crucial to student success.

7. Discuss the term “pacing” as used in the videotape. Why is this an important component?

What factors guide decisions regarding student movement through increasingly difficult

material?

8. Examine the reading factors of fluency, accuracy, and comprehension. What do we know

about the relationship between them? How are each most effectively improved?

9. What are the elements of a reliable pre-test (or baseline) that will measure growth or

improvement over time? Is baseline data routinely used in your school in other academic

areas to measure student growth? Why or why not?

10. What is the connection between spelling and reading abilities? Elementary teachers

traditionally spend considerable class time on spelling lists and exercises. Is this an effective

use of time? Defend your position.

11. The “Three-Part Lesson” will be presented in the second videotape of this issue. Predict

some of the strategies and components you expect to see in that lesson. After viewing,

compare your observations to your predictions.

Discussion Questions

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These questions are designed to help educators probe more deeply into the information presentedand to process the ideas provided in the program. Consider using selected questions for discussion to stimulate thinking before viewing the videotape.

Videotape 1Part One: Helping Struggling Readers Beyond Grade One

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Activity 1Living Bulletin Board: Designing a One-to-One Tutoring Room

On this page, you are looking down into an empty room. Visualize a room that might be available to you fortutoring. Using a pencil and eraser, make necessary modifications in the walls that will fit your room. Fill inthe room where tutoring will take place, accommodating as many tutoring pairs as possible. Move aroundexisting desks, tables and chairs where necessary. Draw in as many details as possible, answering the fol-lowing questions:

- Where will the tutors sit?- Will there be room for other tutors if the program expands?- Where will the supervisor stand while observing?- Where will books be stored?- Where will supplies and materials for tutoring be kept?- Is there a place for the supervisor’s work station?

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Content Outline to Facilitate Viewing

Beginning of Videotape

PPaarrtt 22 SSuummmmaarryy

• CCeennttrraall ttoo tthhee ssuucccceessss of the Howard Street Model of Tutoring is the TThhrreeee--PPaarrtt TTuuttoorriinngg LLeessssoonn::

-- GGuuiiddeedd RReeaaddiinngg-- WWoorrdd SSttuuddyy-- RReeaaddiinngg ffoorr FFlluueennccyy

• Once the initial three parts are complete, the student enjoys being read to by the tutor.

Guided Reading• Careful attention is given as the tutor assists the student in reading a book

that is at the ""ccuuttttiinngg eeddggee"" ooff hhiiss oorr hheerr rreeaaddiinngg aabbiilliittyy..

• TTeecchhnniiqquueess are used by the tutor to ensure an engaging, mmeeaanniinnggffuull rreeaaddiinngg eexxppeerriieennccee::

- PPrree--rreeaaddiinngg ddiissccuussssiioonn..- CCoommpprreehheennssiioonn cchheecckkss with an emphasis on predicting future story

events.- PPaarrttnneerr rreeaaddiinngg in which tutor and child alternate reading pages of

the story.

• It is essential that gguuiiddeedd rreeaaddiinngg iinncclluuddeess::- IInntteerreessttiinngg selections written at the ssttuuddeenntt’’ss iinnssttrruuccttiioonnaall lleevveell..- An emphasis on ccoommpprreehheennssiioonn..

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If you plan to watch only a specific segment, look for the colored bar with the iconindicated below and found at the time listed. In the videotape, the icon will appear in the lowerright-hand corner of the screen.

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Videotape 2Part Two: Helping Struggling Readers

Beyond Grade One

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continued

How can reading materials that are interesting to thestudent improve comprehension?.

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Word Study• Through word study, the tutor helps the child learn the orthographic, or

phonic patterns in basic one-syllable words.

• The word study follows a developmental, step-by-step course over time,with the student mastering one group of patterns before moving to the next:

- Consonants and Consonant Blends- Short-Vowel Word Families- All Five Short Vowels- Mix of Short-Vowel and Long-Vowel Patterns

Reading for Fluency• The student reads a sseelleeccttiioonn that is slightly bbeellooww hhiiss oorr hheerr iinnssttrruuccttiioonnaall

level in order to build sight vocabulary and fluency, and to strengthen self- confidence.

• Fluency reading leads to the important goal of aauuttoommaattiicc pprroocceessssiinngg ooff tthhee tteexxtt..

Reading to the Student• To end the tutoring session, the ttuuttoorr rreeaaddss an interesting, age-appropriate

selection ttoo tthhee cchhiilldd, modeling fluent, expressive reading.

Complete Example of a Tutoring Lesson• Dr. Morris demonstrates the complete Three-Part Lesson with a struggling

reader.

End of Videotape 2

Program Outline

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Discussion QuestionsVideotape 2Part Two: Helping Struggling Readers Beyond Grade One

These questions are designed to help educators probe more deeply into the information presented and to process the ideas provided in the program. Consider using selected questions for discussion to stimulate thinking before viewing the videotape.

1. What would the “instructional level” of a student reader look like? Why is the learning at this level

so important for progress? How are the lines drawn between the instructional level and those just

lower or higher?

2. How can asking students to make predictions about what they are going to read improve their

comprehension?

3. Examine the prereading strategies used in guided reading. Why are these so effective?

4. Share ideas regarding the developmental sequence of the word study portion of the Three-Part

Lesson. What aspects are familiar? What are new?

5. Consider the strategy for book selection to improve reading fluency. How is it the same as guided

reading? How is it different?

6. The lesson includes a time slot for reading aloud to students. What is the rationale to support this

activity?

7. A key factor in this model is tutor “intervention”. Discuss what this means and cite examples from

the videotape that would directly influence student reading growth.

8. To what extent is reading comprehension tied to student background experience or familiarity with

the reading content? How can the tutor manipulate this factor in order to benefit the learner?

9. How would you summarize your description of the Howard Street Model of Tutoring to a colleague

who missed the video presentation.

10. In your opinion, what was the most effective technique or strategy demonstrated in the lesson?

Why?

11. Share initial concerns and questions you have about the implementation of this reading model.

What resources are available for support and help?

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Identify Your Struggling Readers

Consider some of the first or second grade students you know that may be falling behind in reading skills. Which of these three categories do they fit into? Do the activity on the next page that will help these struggling readers.

The Emergent ReaderTo emerge means to "crop up or come into existence." Early in his or her first grade year, thestudent is not showing signs of progress in reading. One-to-one tutoring would help the childemerge as an independent reader.

The Fledgling Reader The fledgling reader could be in the lowest groupof readers in the second grade. He or she is fledg-ling, like "a young bird that has recently acquiredits light feathers." He or she is ready to 'takeflight,' but needs encouragement.

The Late-First to Second-Grade-Level ReaderA low-reading third grader, who reads at the late-first or early-second-grade level, is seriously at risk for future failure inreading.

Activity to Help Struggling Readers

cat man tapmat ran lapbat pan caphat fan map

hat cap sitsat lap fitmat clap hitflat tap bit

pot red bugfog met rubmop hen busspot bell cutlock mess club

mat rake carsad name hardcan page startclap face parkrag made farmham place star

big side girlhit bike birdwin time sirkid nine shirtswim slide first

hat lake hit likefan made pin minesad race dig kiterag sale sick timeglad blaze lip slide

top rope boat cornrob joke coal bornshop pole foam swordjog stone float tornmop code foal short

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Word Studies: Sorts and Games

Look at the word sorts on this page that match the three kinds of struggling readers.Consider a student you know and decide how you would help them with these word sorts in a Three-Part Lesson.

Word Sorts for the Emergent Reader:

Word Sorts for the Fledgling Reader:

Word Sorts for the Late-First to Second-Grade-Level Reader:

cat big pottap hit jobwag tip logcab hid dropflag chin mom

Design a Three-Part Lesson:

In groups or as individuals, design a Three-Part Lesson for one of the three kinds of readers detailed on page nine. Try to answer all the questions for each part in the design of the lesson.

Guided ReadingWhat is the reading level of the student? What book will be selected? What kind of pre-reading discus-sion will there be? What will the student be asked to predict? What will ensure comprehension?

Step One:

Word StudyWhich word study or word game will be used? (See samples on page ten.) What will be the focus: con-sonants and consonant blends? Short-vowel word families? All five short vowels? Mix of short-voweland long-vowel patterns?

Step Two:

Reading for FluencyWhat is the reading level of the student? What book will be selected that the student can read with confidence ?

Step Three:

Reading to the StudentWhat book will be selected that the student may enjoy hearing the tutor read?

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For further information on the Howard Street Model of Tutoring model, contact:

Dr. Darrell MorrisReading Clinic (LRE Department)Appalachian State UniversityBoone, North Carolina 28608828 262-6054

Grateful appreciation to the following outstanding school systems andorganizations for sharing their experiences and expertise:

Where to Go for More Information on Improving Schools:

Morris, D., Shaw, B., & Perney, J. (1990). Helping LowReaders in Grades 2 and 3:An AfterschoolVolunteering Program. Elementary School Journal, 91, 2, 133-147.

Morris, D. (1993).A Selective History of the Howard Street Tutoring Program. Unpublished manuscript. Boone, NC:Appalachian State University Reading Clinic. (ERIC Document Reproduction Service No. 355 743).

Morris, D. (1999a).The Role of Clinical Training in the Teaching of Reading. In D. Evensen & P. Mosenthal (Eds.),Advances in Reading/Language Research (Vol. 6): Reconsidering the Role of the Reading Clinic in a New Age ofLiteracy (pp. 69-100). Stamford, CT: JAI Press.

Morris, D. (1999b). Preventing Reading Failure in the Primary Grades:Annual Review of Research. In T. Shanahan & F.Rodriguez-Brown (Eds.), National Reading Conference Yearbook, 48 (pp. 17-38). Chicago: National ReadingConference.

Morris, D. (1999c).The Howard Street Tutoring Manual:Teaching At-Risk Readers in the Primary Grades. New York:Guilford Press.

Morris, D. (2001).The Howard Street Tutoring Model: Using Volunteer Tutors to Prevent Reading Failure in the PrimaryGrades. In L. Morrow & D.Woo (Eds.),Tutoring Programs for Struggling Readers:The America Reads Challenge (pp.177-192). New York: Guilford Press.

RReellaatteedd ppuubblliiccaattiioonnss bbyy ootthheerr aauutthhoorrss::

Bear, D., Invernizzi, M.,Templeton, S., & Johnston, F., (2000).Words Their Way:Word Study for Phonics,Vocabulary, andSpelling Instruction (2nd Ed.). Columbus, OH: Merrill.

Invernizzi, M., (2001).The Complex World of One-on-One Tutoring. In S. Neuman & D. Dickinson (Eds.), Handbook ofEarly Literacy Research (pp. 459-470). New York: Guilford Press.

Johnston, F., Invernizzi, M., & Juel, C., (1998). Book Buddies: Guidelines for Volunteer Tutors of Emergent and EarlyReaders. New York: Guilford Press.

Wasik, B. (1998).Volunteer Tutoring Programs in Reading:A Review. Reading Research Quarterly, 33, 3, 266-292.Wasik, B., & Slavin, R. (1993).

Preventing Early Reading Failure with One-to-One Tutoring:A Review of Five Programs. Reading Research Quarterly,28, 178-200.

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Appalachian State University Green Valley Elementary West Kearns Elementary Boone, North Carolina Boone, North Carolina Kearns, Utah

Good News Reading Program University of Utah Woodrow Wilson Elementary Chicago, Illinois Reading Program Salt Lake City, Utah

Salt Lake City, Utah