Coaching Early Literacy Volunteers: Form Follows Function

Due to significant increases in federal funding for volunteers (e.g., America Reads) and the number of young children who are “at risk ” for reading and writing failure, the call for literacy volunteers has surged. Although the general public and legislators have been advocates for using volunteers to assist young children with learning difficulties, some educators are skeptical about the contribution that volunteers can make in the amelioration of literacy problems. Minimal research is available on factors that contribute to effective preparation of literacy volunteers. The purpose of this research is to assess changes in the planning, observations and interpretations of literacy volunteers as they work with young children over time. This information will be used to evaluate the effectiveness of the educational program in terms of improvements of the children’s reading and writing and the corresponding changes in the volunteers ’ observations and analyses of the children’s work. Perspective or Theoretical Framework Although most children (70-80%) learn how to read and write from regular classroom instruction, some children require additional support. Intervening early helps many children who are experiencing difficulties catch up to their peers (Clay, 1991). Without the opportunity for earl