“More than just reading”: The human factor in reaching resistant readers

Abstract

Abstract This study included 24 struggling, resistant readers in grades 3 through 5 who were tutored for one to two semesters by university graduate and undergraduate students. All of the young students made great strides in reading achievement and most greatly increased their voluntary reading motivation. Through lesson plans, tutor reflections, interviews with the students and their parents and observations during tutoring, book discussions, and book choices, we examined factors that influenced their reading engagement. Factors such as social interaction around literacy and access to appropriate, relevant and interesting reading materials appeared necessary but not sufficient to inspire voluntary reading. The most salient factor in increasing reading motivation was the tutor's willingness to take personal responsibility for their students’ progress. Effective tutors went well beyond the standard tutoring guidelines to tailor instruction to students’ unique needs and interests, persist in finding just the right materials to reach their students, and spend whatever extra time and effort it took to inspire their students to read.