"Students become aware of their potential and were motivated to read and participate in classroom discussions. It gave them self-esteem."

(Teacher)

Frequently Asked Questions

Q: Where are READ programs located?

Fueled by significant results for children and teens, READ has grown rapidly, from programs at two parochial schools in the Bronx to programs at more than 35 public, charter, and parochial schools across all five boroughs of New York City.  READ is poised for growth both within and beyond New York City.  If you are interested in bringing READ to your school or community, please contact Lavinia Mancuso at 646-867-6102 or lmancuso@readnyc.org.

Q: Why does READ target only Kindergarten and first grade students?

READ is preventative! Children must read early before reading difficulties become obstacles to academic success. READ is a timely intervention in basic English reading skills, designed to get at-risk children reading early and well.  It is most appropriate for beginning readers who are just starting to struggle.  READ students average more than a year's growth in reading.  That year's growth enables them to participate in class and read grade level books. 

Q: What is the long-term impact of READ?

Teachers and school administrators say that former READ students do well as they progress through the grades. A preliminary longitudinal study of former READ students at 15 New York City public schools indicates that 53% scored at Levels 3 and 4 (Meeting Learning Standards or Meeting Learning Standards with Distinction), and only five per cent were at Level 1. These statistics are significant, because all READ students were identified as most at-risk when they started the program. READ’s goal is to increase the number of our students who achieve levels 3 and 4 (See charts in Our Results).

Q: Does READ work with English Language Learners?

Many READ students are English Language Learners.  Student data indicate that, by the end of the program, English Language Learners do almost as well as English Proficient students.  Another advantage of READ’s one-to-one tutoring is that ELL students have a chance to practice their English in a safe and conversational setting.

Q: If a school has a strong literacy program that includes systematic phonics instruction, does it also need READ?

School administrators choose READ as an additional intervention for students who are having difficulty despite a strong literacy program and small group assistance during the school day. The individualized tutoring and structured practice help students who may be distracted in other settings.

Q: What are the requirements to become a READ tutor?
READ tutors must be willing to participate in 2.5 hour training.  READ tutors should be dismissed from school no later than 3:00pm; allowing them to have enough time for their commute.  All interested tutors must submit an on-line application, their most recent report card, and parent permission slip.

Q: How long will I tutor during the school year?
READ tutors commit two days a week (Monday – Thursday) for 1.5 hours, for 15 – 20 weeks during the school year program. 

Q: How long will I tutor during the summer program?
READ’s Summer Reading Program takes place for five weeks in July in August, four or five days each week, for 3.5 hours each day. 

Q: How can I become a READ Lead tutor?
READ Lead tutors must have participated in READ’s most recent school year program and tutored during at least one READ summer program.  READ Lead tutors must have excellent tutor attendance and demonstrated leadership skills.  READ Lead Tutors must request an application from the READ office, submit a resume and a recommendation letter from their READ Teacher or Site Coordinator. READ Lead tutors will be interviewed and must attend a 3 hour training.