For many young adolescents, eighth grade is a lot like a roller roaster ride. Imagine how much more unsettling it is for those who are struggling readers. The inability to read well saps them of their self-confidence in all aspects of school. Life for them can become quite miserable. It is, therefore, essential to establish a program to try to remedy this situation.

     One solution that has worked well over the years is a tutoring program. No, not a program in which the eighth graders are tutored. Instead, you turn your struggling readers into tutors for younger children who are also experiencing difficulties in reading. This is truly is not a case of the blind leading the blind. This strategy works. By allowing eighth graders to take the lead with younger children, they learn strategies in non-intimidating ways, and their own reading skills do indeed strengthen.

     Effective tutoring, of course, requires careful planning teamed with appropriate training. Let’s consider a middle school in which eighth graders will assist sixth graders. The first step would be for the educators involved to create an atmosphere of excitement about the program. The eighth grade participants, in particular, will need to feel it’s a privilege and source of pride and citizenship to be involved. They will need to earn a certain status and recognition within the school along with a reward tailored to the needs and personality of the school population. What fits for one middle school may be inappropriate for another. So a personal touch is required when deciding on the reward system.

     Before you launch a program, carefully consider the following:

 ●  Training of eighth grade tutors.  The sixth grade reading teachers can provide information for each individual selected for tutoring. The eighth grade teachers will review basic skills with the tutors, instilling in them the understanding that it is their responsibility to ensure that the sixth graders learn those skills. The eighth graders can study the materials used in the sixth grade classroom. Time should be allowed for the tutors to discuss as a group the progress their students are  making and suggestions for better instruction. 

●  Selecting sixth grade students.  The sixth grade teachers will select the students and provide a folder with appropriate work.  For example, there might be a worksheet, word games, or a chapter to be read aloud.

●  Scheduling time for the tutoring.  The school day is the ideal time for the tutoring.  If the tutoring occurs at this time, then a class that meets at the same time in the schedule would be used.

●  Determining the content of the instruction.  The sixth grade teachers will determine            the content of the instruction and work closely with the eighth grade teachers who will be    supporting the tutors.●  Deciding on location for tutoring to take place.  The tutoring could take place in either the sixth or eighth grade classrooms or in any vacant area such as the school cafeteria.

●  Providing before and after testing of both sixth and eighth grade students. Administer the Gates-MacGinitie Reading Test to both groups.  There are two forms available that can be easily scored and provide comprehension and vocabulary grade norms.

The tutors should encourage the sixth grade students by their actions including:

 ●  Praising students when correct responses are made.

●  Providing immediate feedback when errors are made and showing corrections.

●  Providing clear and direct instructions.

●  Sustaining attention from the beginning to the end of the tutoring session.

●  Overlooking minor misbehavior and recognizing good behavior.

●  Showing students that they care about them.

     The sixth grade students will benefit from the program through individual tutoring planned by their teacher.  Any gains made in the sixth grade will naturally carry over to the seventh and eighth grades.  The eighth grade students will not only improve their own reading skills but will also develop their interpersonal skills.

     In these times of scarce educational funds, helping struggling readers without counting on federal or additional state funds calls for schools to use their existing resources to improve performance.  Tutoring of younger students by older students is a tried and true way to build stronger middle grades readers.