Laurie A. Henry is Dean of the Seidel School of Education and Professor of Literacy Studies at Salisbury University.

Norman A. Stahl is Professor Emeritus of Literacy Education at Northern Illinois University.

Contents

Acknowledgments

Introduction

Chapter 1. Philosophical Considerations that Frame Successful Tutoring Programs

Chapter 2. The Tutorial Program

Chapter 3. Foundations of Literacy

Chapter 4. Naturalistic Authoring Approaches

Chapter 5. Culturally Intentional Tutoring with Multilingual Learners

Chapter 6. Assessing Literacy Interests, Attitudes, and Competencies

Chapter 7. Connecting Tutoring to Schoolwork and High-Stakes Assessments

Case Studies

Case A. Home and Community Literacy

Case B. The Story of Jake: Who Was "Never Going to Become a Reader"

Case C. Connecting through Reading: Tutoring Incarcerated Youth

Case D. Tutoring Diverse Student Populations

Case E. Shifting Ideologies: Teacher as Learner

Case F. Upward and Onward: Supporting First-Generation College-Bound Students

Appendices

A. Brain Break Resources

B. Reading Interest Inventory

C. K-W-L Chart

D. Tutor Application

E. Parent Permission Form

F. Teacher Referral Form

G. Tutor Interview Guide

H. Tutee Attendance Record

I. Tutor Self-Evaluation

J. Annual Tutor Evaluation

K. Tutor Training Course Outline

L. Tutoring Manual and Training Topics

M. Program Administration Resources

N. Alliteration Book List

O. Tutors' Friends: Strategies, Learning Games, and Instructional Books

P. Tutee Writing Evaluation Checklist

Q. The Poor Scholar's Soliloquy

R. San Diego Quick Assessment Record Form

S. Reading Attitude Scale

References

1. References for Tutoring Program Administrators and Coordinators

2. Tutoring References Across the Years