Established by Sara Ranzau

Note: All students were assigned pseudonyms.

 

Why do Buddy Reading? 

 

As I embarked on my journey of Buddy Reading with my freshmen class I have had to answer the question of why, my answer is this, why not! My freshmen class is a small class, about 50 students in two different class periods, many are great readers, others struggle - especially with their fluency.  I had heard about Buddy Reading before and thought what a great thing to try.  My students will hopefully become more confident and fluent readers and the pre-K students will get to hear stories on a regular basis as well as make social connections with a variety of older students.

 

The Pre-K teacher and I have discussed the positive aspects of Buddy Reading and are both very pleased with what we have seen so far.  If students at the emergent age lack an understanding of basic literacy they will be more likely to struggle as readers (McCarthey, 2000). My goal with Buddy Reading is to help the Pre-K students become better readers as well as encourage my freshmen to become better readers through reading aloud. This has turned into a sort of case study, i have asked my students to complete reflections after several of our meeting with the Pre-K students, the Pre-K teacher and I have discussed the positive aspects of the program and I have notices changes in many of my students.

 

The Buddy Reading Process

 

Buddy reading can be done in a variety of ways.  Students can be paired with an older reader to be read to or peers can pair to read to one another and help each other. Schools throughout the country use buddy reading to help their students students become better readers. We have used buddy reading to encourage young readers to enjoy books, help struggling readers become more fluent through reading aloud and practice, and helped ELLs improve their English.

 

Buddy reading is not just a social activity, it is also a way to bridge the potential gap between school and home literacy practices (McCarthey, 2000; Rodgers, Gomez-Bellenge, Shulz & Wang, C, 2005). The big kid buddies should have the chance to practice reading their buddy books aloud in their own classroom, they should also see how to read to younger children through teacher modeling (Alvarado, 2009). Students should not only practice and have a model for buddy reading, they should also have guidelines to follow when buddy reading.  The big kid buddies should not go into the buddy classroom without an idea of how to go about successfully buddy reading (.

 

An example of what a Buddy Reading Program can look like...

 

 

 

 

A buddy reading classroom can be noisy with students who are older than their buddies reading to one another or it can be as simple as two children of different reading levels sharing a story.

 

 

Advantages of Buddy Reading

 

Buddy reading can help to improve self-esteem for all students involved (Block & Dellamura, 2000).  It can also help emergent readers better identify words in a text as well as letters (Butler, 1999). Many of my students felt that the best part of buddy reading was spending time with their little buddies, the little buddies also said that was their favorite part about buddy reading.  Many students have become more willing to try new things as well and ready to talk to those around them. Many of the pre-k students were very shy at the beginning of our program, now they say hello to their buddies and others they recognize whenever they see them.

 

Many students struggle to gain the desire to read, especially if reading is not valued or practiced at home, reading buddies can help to foster the desire and enjoyment of books in young readers (Friedland & Truesdell, 2004). As a young reader, who may or may not be able to read words having someone to read with is a great help.  Confidence and practice with a buddy can help emergent readers develop skill, enjoyment and comprehension (Friedland & Truesdell, 2004). Not only can young readers benefit from someone to read with, older readers can also gain more enjoyment and understanding from reading aloud with someone and having a partner with whom to discuss stories and books.

 

Older students who are struggling readers have the opportunity to practice their reading with a book that is below their level.  Not only are they more likely comfortable with the book for the children, the words are not as hard, they also have the opportunity to hear the words aloud.  Comprehension and fluency are not only about understanding the words, they are also about creating a picture in your mind of the story. When struggling readers have to read for their buddies they are "forced" to work on their pronunciation as well as the rate at which they read.  The more practice a reader has, the better reader he or she will become (Allington, 1977), buddy reading offers the chance to practice reading under the guise of preparing to read to emergent readers.

 

 

 

Our Buddy Reading Program

 

This is the first year for our Buddy Reading Program - however I plan to continue the program.  We began the second semester of the school year.  Both sets of students had the opportunity to learn the structure of their own classroom as well as learn some reading expectations. Each Friday the freshmen English I students visit the Pre-K class for approximately thirty minutes to read and visit with the emergent readers.  The freshmen choose a buddy book early in each week and have a chance to practice reading their book aloud in class. The pre-k students begin asking about their buddies on Wednesday of each week and many say hello to their freshmen buddies every time they see them.

 

We do not have any organized activities between buddies, except to read, ask questions and build a relationship.  When we began the program I broke my students into jigsaw groups and gave each group an article about buddy reading.  My goal with the jigsaw was to better educate my students about why we were reading to little kids every Friday.  For many of my students looking at the articles and what little research I was able to share with them helped them to grab ahold of the idea and enjoy it even more.

    

Each Friday when we arrive at the Pre-K classroom the little ones rush to their buddies and their faces light up with excitement.  The buddies all spread out around the classroom and begin to read.  The freshmen read the story and ask questions of their little buddies.  When the story is done the freshmen ask their little buddies to "read" the story.  At first very few of the pre-k students were willing to "read" the story, they were quick to point out that they could not read.  However after some persistence and a few weeks of getting to know one another and reading together all the pre-k students now willingly "read" the story to their freshman buddies. 

 

We spend approximately thirty minutes with the pre-K students and then ring the bell and go back to class.  I often ask the freshmen to write reflections about their experiences.  I have seen confidence grow in not only the freshmen but also the pre-k students. 

 

Student Reflections of Buddy Reading

 

Our first reflection was sort of an introduction for me to the little reading buddies. I did not have a specific question, however there seemed to be an instant connection between a lot of the freshmen and their buddies.  A few weeks later I asked the freshmen: What changed about your interaction with your buddy? I feel it is just as important for both parties to get to know one another as well as read with each other. Here are some of the responses about interaction.

 

"Adelaide didn't talk at all the last time, but she was asking questions and trying to figure out what was happening in the story. I guess she was trying to read along too becasue she was trying to say the words.:

 

"...when we were done telling the story we showed Dianne the pictures and we would ask what was going on in the story. And every time we asked that, she would know what was going on. Which I thought was awesome because then I know that she understands when we are reading to her!"

 

"Chloe talked a lot more. She pointed more stuff out in the book. And she was telling us what different animals were in the book."

 

"At first she sat far away from me because I think she was a little scared but the more I read the closer she came and by the time I was done she was sitting right in front of me."

 

"Well it was a lot funner this time because there was no awkward moments. She told me about her brother going fishing with her Papa."

 

"We wanted him to read to us but he couldn't so what we did was I would point to the word and say it and he would repeat it and I think he can learn like that."

 

Responses from February to the question: What has been the most rewarding part of buddy reading so far?

 

"The most rewarding part of buddy reading so far is helping them read and getting to know them."

 

"The most rewarding part about buddy reading by far is knowing the fact that Sarah knows how to listen to me read now, and will now read with me."

 

"The most rewarding part of Buddy Reading was meeting Kolby because it's so cut how every Friday they wait for us and they get all excited to find out what we're going to read."

 

"Today my buddy answered our questions and kind of got excited about the book. She kept watching us talk like she was interested in the story. She told us what happened in the story after we read it."

 

"That I am reading better and our buddy is paying more attention."

 

"The most rewarding part of Buddy Reading so far is that I have been able to read to an audience."

 

"I think I have become a better reader by reading to Hannah."

 

I was interested to find out what my freshmen were noticing about their own reading, especially because with their buddies they have to read aloud.  At the beginning of April I asked them: How is your reading different when you read aloud? I also asked them: How do you feel when you read aloud? Why? Here are some of their responses.

 

"To me when I read out loud I think I understand it better because I hear the words and I process it and that paints a picture in my head."

 

"I feel nervous when I read aloud, because I feel like a parent reading to a son or daughter making sure that they like it. I also feel that it is my responsibility to help them understand."

 

"My reading is different when I read aloud because I can use expressions in each character and that helps me understand better what I am reading.  It also allows me to have fun with the book because of the different expressions."

 

"My reading is really not that good when i read aloud cause I get nervous thinking that I might mess up or that people would make fun of me. When I read silently I might be reading too fast that I don't catch my own mistakes and just go on, but when I read aloud I have to say everything right and not just ignore it."

 

"I feel better about reading. It makes me feel like this is a reason to read."

 

"When I read aloud I feel that I get more out of the book because it is more interesting and easier to understand when I hear it. Usually if I read silently it's like I just look at the words but hardly understand what I am reading."

 

"I like reading aloud better because I can hear what I'm saying and I understand the story a lot more then when I read to myself. I like hearing myself talk and being exaggerated."

 

"When you're reading aloud you are able to hear yourself talk. This can help you to pronounce words correctly. You also practice changing the sound or pitch of your voice to make the book sound more exciting."

 

"When I read in my head I feel kind of bored, it's like my thoughts are trapped in a box."

 

"My reading is different when I read aloud because I can get more excited about it then when I'm reading it silently in my head. It's different because you have to be louder and know how to say the words."

 

"The way I feel when I read aloud is energetic because when you read in your head, it doesn't have much tone to it, but when I read it out loud, I have more energy to read to myself in a better way."

 

My Observations 

 

As I've watched my students interact with their buddies I've notices several changes in quite a few of them. My students who are ELLs have improved their English speaking, even if they still do not comprehend the story.  My struggling readers are reading more fluently, especially when aloud. The pre-k students have opened up to not only their buddy but also to the rest of the kids in the class with their buddy or buddies.  

 

The freshmen are more aware of how to read and ways to keep pre-k students engaged with their stories. The pre-k students may not be able to explain much about what they are learning, but when I listen to groups and ask the little ones questions they are certainly more willing to answer.  Not to mention the pre-k students are ready and willing to answer questions about their books, identify letters on the page, and "read" the story back to their big kid buddy.  

 

I have enjoyed the process and plan to continue it with future classes of freshmen. If an adolescent reader can help a young reader find the joy in books, perhaps he or she can find the joy in reading for him or herself.

 

Observations of the Pre-K Teacher

 

I asked Mrs. Davenport, the Pre-K teacher, to share with me some of her observations from Buddy Reading.  She did not have much to say in writing, however each time we spoke during Buddy Reading she expressed how thrilled she was at the opportunity. She is concerned that her students may not get read to often at home and felt this opportunity was a great way to help her young readers develop language and a love for stories.

 

She felt that Buddy Reading was always something her students looked forward to each week and they love buddy time.  She noticed how excited her students were about their buddies coming to visit and feels that not only is the reading a good thing but the time with "older" kids was a great thing for them as well.

 

She has also noticed that several of her students who are very shy and rarely talk or whisper when they do have opened up and began talking with their peers.  She has noticed that her students are now a part of the school community, she has noticed since we began buddy reading that her students are more well adjusted to the school setting and willing to talk with peers and older students.

 

Buddy Reading Activities

 

Before any buddy reading program some basic activities should be done. Readers need some guidelines on the expectations of their reading.  Offer some questions to help guide their discussion after reading to their buddies.

 

For Pre-K or Kinder students:

 

• Show students the parts of the book - front, back, spine, etc.
• Ask little buddies to show where to begin reading the book
• As big kid buddies read ask the little buddies to identify sight words or letters to help develop knowledge of letters and simple words
• Have little buddies "read" the story to the big kid buddies after the initial reading of the book
• Ask little buddies questions about the story during and after the story to help develop comprehension skills

 

For older Elementary students:

 

•  Each member of the buddy reading team chooses a book and reads to the other
• Students complete writing after each story is read
• Buddy Reading Journals
• Book Rating System for buddies to use when discussing the books read
• Older or more experienced buddies can "teach" reading strategies

 

Conclusions 

 

I have been incredibly please with our buddy reading program and even though I can find little useful research I plan to continue our program.  Last year's sophomores are jealous that they did not get to do it last year. 

 

I hope to consider looking for research on buddy reading programs and advantages.  The little I did find is very promising and as long as I am permitted to have the program as a part of my curriculum, I will.  The reading development and self-esteem growth from both little and big buddies is important for all readers.  It is my job as a teacher and Reading Specialist to encourage and foster the joy reading can bring.

 

References

Allington, R. (1977). If They Don't Read Much, How They Ever Gonna Get Good? Journal of Reading. October.

 

Alvarado, J. (2009). Reading Buddies: Its Effect on Emotional Intelligence and Reading Comprehension. Retrieved from       http://www.articlesbase.com/print/1013086 on April 17, 2010.

 

Block, C.C. & Dellamura, R.J. (2000). Better Book Buddies. The Reading Teacher. 54(4).

 

 

Butler,F.M. (1999). Reading Partners: Students can Help Each Other Learn to Read! Education and Treatment of      Children.  (22) 4.

 

danaroberts126. (2010, March 26). Dana Roberts - Reading Buddies - Mobile.m4v. Retrieved      from http://www.youtube.com/watch?v=xX0SXS1XOQg&playnext_from=TL&videos=l4f3W5lkJWE on March 28,      2010.

 

 

Friedland, E.S. & Truesdell, K.S. (2004). Kids Reading Together: Ensuring the success of a buddy reading program.The          Reading Teacher. 58(1).

 

interescadmin. (2007, September 12). Buddy Reading. Retrieved

     from http://www.youtube.com/watch?v=Z0QwL0KzA-4&playnext_from=TL&videos=KzsxN9_6Q_A on April 16,      2010. 

 

McCarthey, S. J. (2000). Home-School Connections: A Review of the Literature. Journal of Educational Research. 93(3).

 

Rodgers, E., Gomez-Bellenge, F., Shulz, M., and Wang, C. (2005). Predicting the Literacy Achievement of Struggling      Readers:Does Intervening Early Make a Difference?

 

somewhatbohemian. (2009, June 8). Reading Buddies 2008-2009. Retrieved      from http://www.youtube.com/watch?v=32tOyYME_Vw&playnext_from=TL&videos=yR9TPmiWAOQ on April 15,      2010.