We've learned a bit about where we fall as a nation in terms of literacy in the early grades, and the good news is that research tells us that everyone can learn to read and be successful readers when they engage with research-based reading instruction. During your tutoring work, you may be working with students across ages and demographic groups, so it's important to understand how strong instruction can impact lifelong outcomes no matter what context you find yourself in. To think about what tutoring may look like across contexts, we'll hear from the tutors and students about their experiences in learning how to read.

To better understand how strong foundational literacy instruction can change the course of a person's life, choose one of the following StoryCorps podcasts to listen and reflect upon.

As you listen, consider the following questions:

How did Joe/Meliza finally learn how to read?
What impact did this experience have on their life?

Option #1:

Joe Buford, a man who learned how to read after having two daughters

Click here to be directed to the StoryCorps homepage to listen.

Option #2:

Meliza Arellano, an 11th grade student learning how to read

Click here to be directed to the StoryCorps homepage to listen.

Click here to reveal some possible responses to the questions above.

In summary, Joe and Meliza's stories tell us that it's never to late to learn how to read! On the next page, we'll think about what we can learn from their stories and how this can inform our work so that all students have access to equitable instruction in literacy.

StoryCorp. (2008). Joe Buford and Michelle Miller. Retrieved from https://storycorps.org/stories/joe-buford-and-michelle-miller/

StoryCorp. (2011). Sarah Benko and Meliza Arellano. Retrieved from https://storycorps.org/stories/sarah-benko-and-meliza-arellano/