Tailored Reading
(c) Jeffrey B. Reiter 1999
The First Session
October 2, 1999  

An opportunity is needed at the beginning of a "new" tutoring relationship for the tutor and pupil to get to know each other before work commences. Even if the two are family members, since they will be connecting in a new way there should be some introduction as to what lies ahead. In either case, the pupil needs to begin to feel secure, and the tutor needs to begin to bond with the pupil in this capacity. The concept of being on the same "tutoring team" is a good way for the pupil to understand their association, and that they will be involved in activities that will help the pupil learn to read better, many of which will be fun.

It is valuable to obtain information from the pupil that helps to relate learning activities to his life, and the Pupil Information Questionnaire provides a way to do so. Even if only a few of the items are discussed during the first session, it is a good ice breaker which can be completed during future meetings. Since some of the information, which often changes, can only be obtained by asking the child directly, it is a good idea, even for family members, to use the form, the responses of which can be updated as new information surfaces. Additional questions can, of course, be asked as well, depending upon the situation. The information received is more important than the tidiness of the paper, as long as the tutor uses it to help the pupil. The tutor might introduce the questionaire by say something like, "You know, the more I know about you the better I will be able to help you learn. I'm going to ask you some questions, and so I don't forget the important things you are going to tell me, I will write them down on this paper."

Some of the words used to answer questions may be utilized to start a personal word bank (a growing list of words) which might be used in future activities. Initially, however, the words needed to be learned, as identified by the Tailored Reading Inventory, should be taught first. This is because immediately after administering the Inventory the tutor becomes empowered to furnish positive learning experiences using the Rainbow Words. If the child already knows nearly all these words, rather than participating in these related activities (unless for primarily motivational reasons), she needs to work at a higher level. Soon additional materials will be available on the web site for such pupils.

By presenting a brief first lesson immediately after the Inventory good feelings from the pupil are elicited concerning what he already knows, and provides a good idea as to how he will be able to learn more in future tutoring sessions.

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