Tutors set stage for opportunity: America Reads adds personal touch to students struggling to read

By John O’Donnell

Transitions are inevitable in every stage of life. They are seldom easy to make, but we learn that if we make the most of those times of change, we create opportunities. 

As a child, a big transition must take place in early elementary school. Children advance from learning to read – to reading to learn.

America Reads, with a mission to help children read independently by the end of third grade, is bringing one-on-one tutoring to children in Detroit and targeted areas of southeast Michigan whose literacy skills need a personal touch to develop to their potential. The program, in association with the University of Michigan’s Ginsberg Center and with support from the Skillman Foundation and other partners, assisted 220 children in the 2010-2011 school year. These are students who are no more than a grade level behind in reading skills, as identified by their teachers, standardized test scores and other methods. 

“If you’re not at grade level by fourth grade, it’s impossible to catch up without a one-on-one intervention," said Kristi Fenrich, who is starting her second session as director and her ninth year with the program. “The mission of American Reads is to catch those kids in that critical stage.”

Based on recently-released assessment data, 95% of the children in the 2010-2011 program demonstrated achievement in one or more key literacy areas, with 67% achieving in three or more areas. These findings far surpass established goals for developing skills that include understanding concepts of print, comprehension, writing, sight words and knowing the alphabet and each letter’s sound.

Beyond the impressive statistics are the less tangible benefits that come with the individual attention of the University of Michigan students who serve as tutors. 

“The program wouldn’t be what it is without the dedication, enthusiasm and passion of the tutors,” said Fenrich. “It’s building that relationship with the child that is steady and consistent throughout the entire year.  It’s something that the kid can rely on and look forward to every week.”

Tutors are trained to customize their lesson plans to each child for each learning objective that they put forth on every day of tutoring. Kirsten Henshaw, an America Reads team leader, is among those who guide tutors in developing lesson plans and charting progress. From her three years as a tutor, she recalls how the transformation unfolds differently in each child.

“With my first tutee, it was when he requested that we read a certain book instead of having me pick one out for him,” Henshaw said. “With a girl I tutored last year, it was when she first asked me to stop reading to her so that she could do it.”

Understanding the challenges can make the difference. Amicia Bowman, 20, a Cass Tech graduate headed into her third year at Michigan, tutored first-graders at Maybury Elementary.

“A lot of the kids don’t get the educational experiences that the parents are supposed to provide at home,” Bowman said.  “They basically have to figure things out by themselves. I feel very connected to them.”

Tutors realize that forming a tight connection to the children who need the boost is the best way to get results.

“Creating a lesson plan is definitely one of the harder things you have to do because you have to know the kids, their interests and their limitations. There’s three unique lesson plans each week, and you have to use you own discretion as to how to design them,” said Eric Szkarlat, 20, from Allen Park.

As preparations continue for the 2011-2012 school year, a Skillman Foundation grant will provide reading and writing tutors in low-performing schools in the Brightmoor, Cody Rouge and Southwest neighborhoods. More than 300 students at Dixon, Maybury, Vetal, MacDowell, Roberto Clemente and Rutherford elementary schools will receive the one-on-one support from America Reads tutors. 

In addition, a research-based strategy will be developed to expand and sustain the work in the targeted neighborhoods. The funding will provide resources to help determine the best way to expand the program, with adding a volunteer component or after-school programs in Skillman neighborhoods among the ideas to be explored.

As a team leader and tutor, Kirsten Henshaw sees the need and potential. 

“We have teachers every year who ask us to take more of their students, and most of the students beg to go with us when we show up at their classrooms,” Henshaw said. “ Seeing the work that tutors do with students and how much the tutees learn over the course of the year, it’s hugely important that the program have room to expand to reach more children.”

To evolve from “learning to read” to “reading to learn” is an academic game-changer for children. It can also shape the future of the tutors who help them along.

“Before I became an America Reads tutor, I wanted to become a genetic counselor,” said Amicia Bowman. “I learned so much through the educational workshops that we had, that I want to be involved with the children on a deeper level. I want to be one-on-one with their families. Being a social worker, not only can I provide them with resources at home, but I can still tutor them.”

With a formula that is part literacy tutoring and part mentorship, America Reads tutors and Detroit children in need of a boost are connecting. It’s a winning approach to making a crucial transition to “reading to learn,” a necessary step they take together that can put a child on a steady course for opportunity and success.

 -- John O'Donnell is an Ann Arbor-based freelance writer.