Reading problems can be prevented if the indicators are detected early and intervention is implemented immediately. Tutoring can be one of the options but it can be critical. Tension among tutoring elements might cause positive or negative results on the learning process. All beginning reading instruction should contain a balanced oral reading for fluency, alphabetic and comprehension according to a study. Effective tutoring needs carefully graded materials as it allows children to be placed according to their instructional level.

Another important factor to look into is the frequency and duration of tutoring. According to Susan B. Neuman and David K. Dickinson, “reading recovery” lessons tutoring program for example, should be done in 30 minutes and continued every day from 12 to 20 weeks. The routine can only be stopped when they reach a level of performance consistent with their classmates in the middle reading group or when they already show characteristics of problem solving with new words and independent processing of texts.

Further, they cited that in “Success for All tutoring” program children are given 20 minutes daily in 8-week cycles tutorial classes. Then, their improvement/performance is observed within that period. Depending on the results, children are assessed whether they may be circulated in or out of tutoring. In “Success for All” tutoring, it is important for children to be tutored as long as they need it. In contrast, “Success for All” tutoring is only given 2 days of training along with all other beginning reading teachers in the school.

In tutoring programs like “reading recovery” tutors are basically mentored for a full year by a “reading recovery” trainer. Through the one whole year, tutors are taught to make ongoing decisions about tutoring tasks that are responsive to the knowledge and interests of the child. In essence, success depends on the acquired knowledge of the tutor who is especially trained to perform a daily changes in the response of the child.

Within the school environment, assessment and instruction must be coupled to advance student achievement in reading. When classroom teachers only use advance student advancement, it is probable that valuable instructional is lost to over testing. Communication is restricted by the lack of common parlance and the connection gets misplaced in the shuffle. Consideration must be given to the student like using common assessments to inform teachers to determine whom to serve with which intervention and where and how.

Tutoring plays an important role to children who are struggling to read. Research shows that by continuing them to support with additional reading instruction across the grades, the current proportion of children with reading difficulty can be reduced to 5% or less.

One on one tutoring can provide direct, systematic, intense instruction that is responsive to the knowledge and interests to the child. Researchers on reading difficulties concluded that the only way to provide opportunities for some children to acquire normal reading is to provide one-in-one instruction over a significant period of time.

Building on rich interpersonal relationships, reading tutors can provide individualized, elaborated and specific instructions on the right level, time and child — a task that is often difficult to achieve in a classroom setting. “By enlisting the human resources inherent on every home, school, and community, we can ensure that every child learns to read, one child at a time.

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