It sounds like you have a student with some hyperactivity and
inattentiveness going on and a real reading problem. Rather
than work against him, which some of your explained methods
seem to do, you would be better off working with him.

I have comments in-line.
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.

Since you cannot change your program, I will not comment
regarding what you are being told to do.

> 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.

This statement tells me his IS listening because you are
suggesting the movie is different from what you are reading
aloud. Also, not all children sit and look at someone when
they are listening. There are those children (particularly
with ADHD/ADD or other disability (such as a visual problem) -
diagnosed or not) in which having to keep eye contact
impares the ability to listen as intently. Based on what you
said, he probably is listening he just does so in a different
manner. Also, you may want to choose a book in which there
is no movie. This will allow him to think only of the book.
It does sound like his listening comprehension is adequate.

> 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)

Common adversion technique used by those that are poor
readers when they are in a situation which they cannot yet
manage - or inattentiveness with ADHD. I agree with your
approach of redirection. If it is a problem with reading
skills, if they are addressed properly (taught to decode and
work on fluency) the behaviors should go away. If an
underlying LD, vision problem, or ADHD, the behavior will
require continued support and redirection.

>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.)

Why can't he have something to keep his fidgity fingers
occupied? Some kids need that stimulation to concentrate.
He probably isn't able to vocalize that he needs to fidgit
and is angry - hence slamming. He may not even know why he
needs to fidgit, just that you are taking away his calming
mechanism. I suggest you not get into this battle with him.

>When he is sent to get
> himself a dictionary he starts looking at books nearby. (I
> reminded him of his task.)

Typical inattention. Why not have the dictionary handy
instead of having this fight repeatedly?

>When he reads, he says
> nonsense words to be funny.
Avoidance - or boys just not knowing when enough is enough.
My other question is, are you having to do the same things
that haven't been working for him all along. I ask because
our school's reading specialist would just apply more of the
same to the stuggling readers ( look at first letter and
guess, use context cues to guess, etc - never worked on
decoding skills to allow the students to actually READ the
words). If so, he is probably smart enough to know that this
is more torture that will get him nowhere.

> 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.

This method is actually one that is taught in our local
schools instead of teaching students how to decode. Yes. It
is ingrained into their very psyche. Now, this may not be
the case at the school where you tutor, however, this is also
a method used by those students that lack decoding skills and
automaticity. It could also be caused by visual problems or
ADHD. Not uncommon in struggling readers nor is it as
purposeful as you make it sound. Make sure you keep
reminding him that he must read each word accurately. If the
text is too hard for him to do so, then the reading level you
are using is too hard for him. If he has no decoding skills,
that is another issues which you may or may not be able to do
anything about because you are boxed into a corner with the
program. Write the word on a seperate page (large font) and
see if he can decode it.

> He will not track with the ruler I
> gave him. (I make him read sentences over properly.)

Maybe he doesn't like the ruler. Give him a choice. His
finger, a pencil eraser, notecard, etc. It has to be what
works for him, but I agree that he may need something to help
him track.

> His
> writing is sloppy. (I make him write things over properly.)
Another hallmark symtpom of an underlying vision problem,
motor problem, disability, adhd, etc.

> I suspect that his behavior rather than academic problems
> partly got him low enough scores on reading to qualify for
> tutoring.

It really sounds like there is an underlying issue, not just
choosing to not behave properly.

> 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.

It seems like you are going about things rather well. I just
differ a bit regarding your conclusions as to why they are
occurring. You also need to minimize ways for him to be
distracted AND choose your battles wisely. Don't fuss over
every little distraction or everything he does that doesn't
look like the typical "good student".

Does he have an idea of what he would like for a reward (that
is within reason)?

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