Literacy Tutoring That Works —
Abstract of

Chapter 2
Reading Bigs: An Intergenerational Literacy Mentoring Program

Elizabeth Larkin

G. Pat Wilson

Through our study, we identified what characterized the relationship between mentor, child, and selected literature used in a Literacy Mentoring Program run by Big Brothers Big Sisters of the Sun Coast, Inc. The program sought to foster trusting interpersonal relationships in which books served as a jumping-off point for heartfelt discussions evoked by a shared appreciation of reading. Based on analysis of mentor logs, transcripts of interviews, and seminar meetings with mentors, findings showed: (1) children controlled the mentoring in two areas: what to read and how much to read independently; (2) the mentors' role differed from that of a tutor and complemented classroom instruction; (3) programs such as Accelerated Reader (Renaissance Learning) shifted the mentors' role; and (4) the relationship between children and mentors (many of whom were retirees) showed mutual benefit and reflected characteristics that define intergenerational programs.

Larkin, E., & Wilson, G. (2009). Reading Bigs: An Intergenerational Literacy Mentoring Program. In J.C. Richards, & C.A. Lassonde (Eds.), Literacy Tutoring That Works (pp. 21-31). Newark, DE: International Reading Association.