Summary
Based on an existing relationship with
Franklin Elementary School for help in reading (95% free and reduced lunch, 43% illiteracy rate,
37% English learners) and the opportunity to have a Community Engaged Student
Fellow, funded by California Campus Compact, Vernette Doty at UC Merced’s Office
of Student Life-Civic Leadership collaborated with community partner in
literacy (John Doty, Ph.D. ) to recruit and train UCM volunteer students to
conduct a semester long pilot program in literacy tutoring. An initial trial of
seven UCM students in November garnered a response of 25 Franklin children, so
the trial was modified to focus on an increased number of tutors (23) to work
one-on-one respectively with grades K-2 level children. Research has shown the
greatest impact is delivered in the early “learning to read” levels of
instruction, hence the K-2 level focus. Initial results indicate great
success--an average reading vocabulary increase of 1.27 years (see p.7).
RESULTS:
We can celebrate major improvement…averaging
1.27 years progress in reading per child!
·
Two (2) students
showed a reading vocabulary improvement of 3 years.
·
One (1) student
showed a reading vocabulary improvement of 2 years.
·
Ten (10) students
showed a reading vocabulary improvement of 1 year.
·
Even those (3) showing
no improvement in the vocabulary level, showed a meaningful improvement in the
40-point developmental spelling assessment.
The teachers, Principal, Vice-Principal, and
reading specialist were all delighted. Mentor-Tutors, children, and UCM and
Partners were in awe…that there was so much progress! Children reading with
confidence and smiles. Many read, out-loud, in front of people, for the first
time!
32 million adults in the U.S. can't read. That's 14 percent
of the population. 21 percent of adults in the U.S. read below a 5th grade
level, and 19 percent of high school graduates can't read.
Details: Insights and Areas for
Improvement
1. 23 K-2 students
completed the semester and the assessments.
2. Pre and post tests accounted for 15.
3 Some students were sent to other programs following the pilot
because they were “too advanced” (at or above grade level) while many more in
the school still showed great need.
4 Four students were new, so no pre-test, and two students were
not given the vocabulary portion of the assessment.
5 Of the original volunteer mentor-tutors, three-quarters stayed through the entire
semester
6 Selection of school children could be refined,
a. as three out of the
four “new” ones were perhaps overqualified, showing final vocabulary levels of
3rd grade, 4th, and 4th, grade respectively
(no pre-test)
b. The last new child
scored only 4/40 on the spelling assessment and was not able to attempt the
vocabulary assessment, lacking a complete knowledge of the alphabet and even
simple words (van, pet, rug, etc).
7 Volunteer
hours, staff, team and consulting hours included approximately
a. 23 volunteers x 3
hours per week x 12 weeks =828
hours
b. Staff and Intern
hours? =150
hours
c. Consultant: Prep,
Training, Analysis, Support =150 hours
8 The K-2 book supply was not quite adequate to address needs.
“Any
book that helps a child to form a habit of reading, to make reading one of his
deep and continuing needs, is good for him.” –Maya Angelou
Contact Vernette Doty, Associate Director,
Office of Student Life, UCMerced. (209) 228-4201
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