What Constitutes a Successful
Basic Literacy Program?
by Kathleen Lautigar
 

 Years ago when my first adult learner moved away from our hometown, I knew I wanted to continue tutoring. The local Literacy Volunteers provided me with a choice among several adults. Among them there were a few people who requested reading lessons at their workplace. They were willing to study during coffee breaks and even during some of their paid work time. That impressed me. I couldn’t help but consider how when I was working at a job that I never would have forfeited break time or pay for lessons on anything. It would be an honor to work with one of these unique people. 

Soon after, Sue and I started working together. As I had surmised, she was ready and eager. But our studies proceeded along a difficult path, and I learned that her needs were substantial. Despite our efforts in the following weeks, it became evident she was not able to move rapidly in her reading progress.  

Activities outside of our class did not require Sue to read and write beyond a few tasks. This was mostly limited to endorsing her paycheck, recognizing the sign on the Ladies Room door, identifying exit signs, being able to select a snack from a vending machine, and handling some currency. There was almost no chance for reading pleasure or self expression, so the new challenge for me as her tutor was to provide a rich literacy experience for Sue. I began to expand the scope of our lessons to better meet her specific interests. 

The challenges have been considerable. To this day Sue needs occasional prompting when reading and she does not consistently rhyme words. She doesn’t always remember blended sounds. She requires direction when sorting out details. And despite our intense efforts, yearly tests suggest her reading level has not changed much over time.

 Under these circumstances, do these lessons promote literacy? The question has to be asked. Consider other factors like Sue’s interest in stories. Frequently I’ve seen her throw back her head and laugh at a funny line she’s just read, or mumble with disgust at stories of selfish behavior – whether it’s in juvenile literature, or basic reading stories. She also likes books of Christian stories and keeps a copy of her two favorite Psalms and the Lord’s Prayer. We’ve started a library at her home of simple books on several subjects which amuse or inspire her. On some occasions I’ve blocked out the words of a well-illustrated book and she’s rewritten the story using her own imagination – which I then record for her to read. Sue especially likes workbooks and has completed a variety of them. She gets lots of writing experience with these, as well as studies in categorizing, comprehension, and increasing vocabulary.  

In response to my questions, she’s expounded on her changing work and home situation, experiences in winter, growing up on a farm, the treat of attending a large banquet honoring workers such as herself, and so on. She’s put words to challenges and expressed gratitude time and time again. Sue’s learned to better reflect on her life and share her conclusions. Her personal stories in the Literacy Volunteers publication each year are the product of many weeks’ work. My student awaits the coming of the Annual Awards Ceremony--when the publications are first revealed – with the impatience of a child. Clearly this special occasion is one of the more treasured events in her life.

Isn’t this success? Not in terms of test scores, but in terms of something more – an active, upbeat, continual fascination with words – in the humble format of weekly lessons. As Sue’s tutor I don’t doubt there is important ongoing learning taking place, and I have no problem calling that “success.”