On 10/19/09, Elizabeth Marie Wampler wrote:
> One of my volunteer jobs is tutoring a 4’th grade student
> in reading. I work with him 40 minutes two times a week.
> The program that I follow is determined by the program
> directors. My student seems very verbal and bright but has
> been giving me increasing challenges in dealing with his
> behavior.
> When I am reading aloud to him from the Goosebumps book
> that he has chosen for his read aloud, he does not listen,
> looks around the room and interrupts frequently to tell me
> how the story went in the movie. When he is reading he
> stops to look around the room, make a comment that is
> sometimes about the book and sometimes about something
> completely unrelated. (I redirect his attention) He holds
> pens in his hands and plays with them. (I tell him to put
> the pens back or put them back for him.) He deliberately
> slams the dictionary down hard. (I made him try again until
> it was put down appropriately.) When he is sent to get
> himself a dictionary he starts looking at books nearby. (I
> reminded him of his task.) When he reads, he says
> nonsense words to be funny. When he reads he also glances
> at the first letter of a word and makes up a likely word
> for that slot, skips words he does not know, inserts words
> that are not there. He will not track with the ruler I
> gave him. (I make him read sentences over properly.) His
> writing is sloppy. (I make him write things over properly.)
> I suspect that his behavior rather than academic problems
> partly got him low enough scores on reading to qualify for
> tutoring.
> I remind him to pay attention. I find a ruler for him to
> track with as he reads and hold it on the words for him if
> necessary. I try to spend some time talking with him about
> Goosebumps books or other things he wants to discuss in
> order to give him some positive attention. I had him set
> the dictionary down properly after a time that he slammed
> it. I make him read things over more slowly and accurately
> and I have him write things over if he is sloppy the first
> time. I try to redirect his attention as much as
> possible. He behaves a little better when I am a little
> stricter with him but even with my best efforts I have to
> continuously redirect him.
> The program gives stickers to the younger students but he
> seems to feel he is too old for that. I could create
> another reward for him but I would have to check it with
> the director.
> Any suggestions are appreciated.

Hi Elizabeth,
Do you know if the Goosebumps book he has chosen is truly at
the correct reading level for him? It may be a book that he
is interested in because he sees his peers reading it,
however, it may be too difficult. He may be skipping over
words, mis-reading, etc. because the book is too difficult.
Can you open the book to a random page and have him read
while keeping track with his fingers. If he puts up five
fingers because he came to words he didn't know, then you
likely need to find something easier.
He may be challenging you with inappropriate behaviour so
that you aren't focused on his inability to read with fluency
and comprehension.
I'm also concerned about his off-task behaviours. Are these
behaviours also noted in the classroom? It sounds as if he
is having an incredibly hard time maintaining appropriate
attention and focus. That may need to be investigated by
parents.
I think you are doing a good job of setting high expectations
and are working hard to engage him. Perhaps he just finds
reading a terrible chore and no matter who works with him, he
will behave this way.
Good luck!
Susan

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