Why Tutor?

The process of reading is complicated by the numerous sub-skills required, any one of which can be a major stumbling block for a child. For example, knowing the sounds of the letters is an important aspect of reading. Most reading difficulties can be prevented by instructional programs which effectively teach letter sounds, followed by applied phonetics accompanied by extensive drill in learning sight words. Each of these specified competencies (producing letter sounds, blending, and reading sight words) requires extensive drill and practice for acquisition. Because of time constraints, it is not easy for a teacher to provide students extensive drill and practice with these sub-skills. Consequently, many do not master these critical sub-skills.

No matter how conscientious a classroom teacher may be, it is virtually impossible to accommodate the unique learning style of every student. Of necessity, teachers gear their instruction to the majority. In so doing they find it extremely difficult to meet the individual needs of students. Even if a teacher wanted to, there is no way to monitor each student during the various learning activities. Research has shown that most conventional group instruction is not effective with many students. In some cases, even gifted students experience difficulty learning to read in a group setting.

Research has consistently shown tutorial instruction is effective with students of all ages. Tutorial instruction accommodates the unique learning style of individual students and makes it possible to provide extensive practice with the rudimentary skills associated with reading. If students who experienced difficulty learning to read in a classroom setting are tutored, a large majority become fluent readers. If young children are tutored, they will excel in reading at school.

Sheer economics makes it impossible for schools to provide each student a tutor for reading. Consequently, many do not receive one-on-one help. Therefore, unless parents are willing to tutor their children; they may not receive individualized help with reading.

Most parents who want to help their children or others with reading, are at a loss in how to proceed. This is one reason why most parents do not attempt to teach reading. The instructional materials have been written specifically by Dr. Harrison to make it possible for L.D.S. parents to be effective in their efforts to teach reading. It is easy to use and provides specific instruction on how to teach the most critical aspects of reading. No matter how inexperienced parents may be, if they follow the techniques and procedures specified in these materials they will discover they can teach their primary grade children to read and improve the reading ability of their older children.

If possible, tutor all of your children in the primary grades (kindergarten, first and second). The ideal time to begin tutoring a child in kindergarten is about mid-year (January). You can begin tutoring children in the first or second grade at any time. If you have older children, even if they have finished high school, who need help with reading; they should be tutored as well.

Even though tutoring is a very effective way to help children with reading, it does not eliminate the need for them to do a lot of silent reading. Children solidify their reading skills by reading. You can teach them specific reading skills, but unless they consistently apply the skills they will not become proficient in using them. Children become fluent readers by doing a lot of silent reading.

The Book of Mormon is the Lord's handbook for reading instruction. In the process of reading the Book of Mormon, the critical sub-skills of reading are practiced over and over again. Children who can read the Book of Mormon fluently do not experience difficulty reading other materials.