A Tutoring Primer: Reading with K-6 Readers, Multilingual Students, and Families

A Tutoring Primer: Reading with K-6 Struggling Readers, Multilingual Students, and Families is designed to assist tutors in teacher education programs who have little knowledge of reading and writing instruction. The interactive ebook provides foundational knowledge in content, pedagogy, and assessment that can be quickly accessed, understood, and applied.

The second edition has been converted to an interactive ebook, which allows readers to read the text of each chapter and engage with digital learning activities throughout-videos with questions, fill-in-the blank activities, drag-and-drop exercises, and quizzes-all within a single platform.

The ebook is organized into five parts. It begins with definitions of literacy, and how language and literacy are acquired by young children along with how to communicate with families. Part II highlights specific areas of reading and writing, and how to teach and assess each area. Part III focuses on reading pedagogy, while Part IV is devoted to writing. Each include lesson plans and ideas for adapting instruction.

A Tutoring Primer is ideal for introductory literacy methods courses, or any class with a service learning component. It can also be used by school districts to provide training for aides and volunteers.

Julie Pennington is a professor of literacy studies at the University of Nevada, Reno. Her research interests include the use of autoethnography in teacher education and pursuing questions related to how teachers approach literacy instruction in linguistically and culturally diverse settings. Dr. Pennington is the author of several books, including The Colonization of Literacy Education: A Story of Reading in One Elementary School, and co-author of Educating for Critical Democratic Literacy and Authoethnography: Process, Product, and Possibility for Critical Social Research.

Rachel Salas, Ph.D. is an associate professor of literacy studies at the University of Nevada, Reno. As a literacy educator, she focuses on the rich literacy resources multilingual students bring into the classroom and out-of-school STEM learning environments. Her current work and research focus on the intersections of language, literacy, and STEM for culturally and linguistically marginalized student populations. She coaches and mentors a FIRST LEGO League (FLL) team and is the recipient of a Nevada NASA EPSCoR grant to foster the STEM identity of multilingual and raciolinguistically minoritized students.