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Welcome to the National Tutoring Association!
The oldest and largest professional association dedicated exclusively to tutoring.
Becoming a Reading Tutor
Facilitator: Dr. Bill Miklosey
$69.95 each
Click here for Reading Tutor certification requirements.
For bundle or group/district pricing, please contact Dr. Lucy Lapekas.
Facilitator: Dr. Bill Miklosey
$69.95 each
Click here for Reading Tutor certification requirements.
For bundle or group/district pricing, please contact Dr. Lucy Lapekas.
The NTA is proud to announce a newly specialized tutoring tract: Reading Tutor. NTA board member Dr. Bill Miklosey facilitates these four new webinars as stand-alone learning opportunities or as a training package culminating in reading tutor certification. For information about obtaining Reading Tutor certification through the NTA, visit the training tab and go to the link for Procedures and Guidelines for Individuals.
In 2010, Bill began work on his dream to start a non-profit agency that teaches the fundamentals of reading and literacy to students from the socioeconomically depressed neighborhoods of nearby East St. Louis, IL. His efforts began in 2010 with enrollment in the Master’s degree program for reading and literacy at Capella University. Bill graduated with a Master’s degree in 2013 and completed work on a Doctorate of Education degree in 2017. In 2013 he applied for S-corps status for a new literacy outreach program: AESOP’s Attic Inc (aesops-attic.org). Through Bill’s efforts, AESOP’s Attic developed the first reading tutor training program focused on training volunteer tutors to teach the fundamentals reading to students from kindergarten through 5th grade which includes instruction in phonemic awareness, phonics, vocabulary, word study, and comprehension. AESOP’s Attic is aligned with the Griffin Centers of the Catholic Urban Program of East St. Louis, IL.
In 2010, Bill began work on his dream to start a non-profit agency that teaches the fundamentals of reading and literacy to students from the socioeconomically depressed neighborhoods of nearby East St. Louis, IL. His efforts began in 2010 with enrollment in the Master’s degree program for reading and literacy at Capella University. Bill graduated with a Master’s degree in 2013 and completed work on a Doctorate of Education degree in 2017. In 2013 he applied for S-corps status for a new literacy outreach program: AESOP’s Attic Inc (aesops-attic.org). Through Bill’s efforts, AESOP’s Attic developed the first reading tutor training program focused on training volunteer tutors to teach the fundamentals reading to students from kindergarten through 5th grade which includes instruction in phonemic awareness, phonics, vocabulary, word study, and comprehension. AESOP’s Attic is aligned with the Griffin Centers of the Catholic Urban Program of East St. Louis, IL.
Part I. Becoming a Reading Tutor.
The primary instructional goal of this module is for prospective tutors to become aware of the characteristics of an effective tutor, how to develop mutually engaging tutor/tutee relationships, explain how poor reading skills can affect a child’s emotional well-being, and how tutoring can help address both the literacy and emotional developmental needs of the struggling reader. A careful selection of words, providing useful feedback, and assisting the student in developing the attitude of “yes, I can do this” is addressed. Finally, the process of differentiating instruction and meeting a student’s targeted instructional needs in small groups is discussed.
The primary instructional goal of this module is for prospective tutors to become aware of the characteristics of an effective tutor, how to develop mutually engaging tutor/tutee relationships, explain how poor reading skills can affect a child’s emotional well-being, and how tutoring can help address both the literacy and emotional developmental needs of the struggling reader. A careful selection of words, providing useful feedback, and assisting the student in developing the attitude of “yes, I can do this” is addressed. Finally, the process of differentiating instruction and meeting a student’s targeted instructional needs in small groups is discussed.
Part II. Matching Books to Readers.
The primary instructional goal of this module is for prospective tutors to develop an understanding of the attributes of text that affect its readability. The ways in which elements of language such as vocabulary, sentence complexity, syntax, and sentence length add to the demands on the struggling reader are discussed. The difference between narrative and expository text and the role background knowledge plays in a child’s comprehension are explained. Prospective tutors receive instruction on the concept of a “leveled book” as an approximation of reading difficulty. Tutors participate in an exercise of leveling books using the Fountas and Pinnell (2006) protocols.
The primary instructional goal of this module is for prospective tutors to develop an understanding of the attributes of text that affect its readability. The ways in which elements of language such as vocabulary, sentence complexity, syntax, and sentence length add to the demands on the struggling reader are discussed. The difference between narrative and expository text and the role background knowledge plays in a child’s comprehension are explained. Prospective tutors receive instruction on the concept of a “leveled book” as an approximation of reading difficulty. Tutors participate in an exercise of leveling books using the Fountas and Pinnell (2006) protocols.
Part III. Guided Reading.
The guided reading module helps prospective tutors begin to recognize the skills-based profile of the emergent reader. This module identifies the progression of reading skills of a student demonstrating emergent reading skills, to the beginning reader who reads and writes independently in the second grade, and further to the middle school student concerned with effective comprehension. Prospective tutors develop an understanding of the link between guided reading and fluency, vocabulary development, word study, phonics, and comprehension. This module also provides demonstrations of many of the most popular guided reading strategies that focus on fluency, word study, and comprehension.
The guided reading module helps prospective tutors begin to recognize the skills-based profile of the emergent reader. This module identifies the progression of reading skills of a student demonstrating emergent reading skills, to the beginning reader who reads and writes independently in the second grade, and further to the middle school student concerned with effective comprehension. Prospective tutors develop an understanding of the link between guided reading and fluency, vocabulary development, word study, phonics, and comprehension. This module also provides demonstrations of many of the most popular guided reading strategies that focus on fluency, word study, and comprehension.
Part IV. Quality Questioning.
The quality questioning module helps prospective reading tutors engage in discussions that highlight the value of informed tutoring and draw a comparison between tutoring and whole-class, teacher-directed instruction. Tutor-trainees learn how to effectively engage a reluctant reader through the use of quality questioning. Prospective reading tutors develop an understanding of the role critical thinking plays in reading and cognitive development and how to employ the strategy of depth of understanding in a reading lesson. Prospective tutors also participate in demonstrations and various quality questioning exercises and learn to employ a variety of quality questioning strategies while implementing a lesson.
The quality questioning module helps prospective reading tutors engage in discussions that highlight the value of informed tutoring and draw a comparison between tutoring and whole-class, teacher-directed instruction. Tutor-trainees learn how to effectively engage a reluctant reader through the use of quality questioning. Prospective reading tutors develop an understanding of the role critical thinking plays in reading and cognitive development and how to employ the strategy of depth of understanding in a reading lesson. Prospective tutors also participate in demonstrations and various quality questioning exercises and learn to employ a variety of quality questioning strategies while implementing a lesson.
This icon that you see in the upper righthand corner of our home page is a link to an important NTA resource. We continuously ask our tutors, tutor trainers, academic coaches, and board members to share their most successful strategies in tutoring. Some may be tried and true strategies, and utilized since the days of Socrates. Other strategies may have evolved over time, especially with our ever-changing world of technology and communication. Still, other strategies may just be what one tutor did in order to make that connection with his or her tutee. You don't need to be a member of the NTA to enjoy these strategies; they are there for all tutors to utilize. Our strategy of the week is updated, usually, on Monday mornings. That's a great time to drop on by the NTA website and check out what's going on, get a fresh tutoring strategy, and perhaps even take a webinar course. A recent strategy of the week - below - was sent in by NTA Board Member Stephanie Dunaiff, who also presents a wonderful webinar on Private Practitioner Certification. We hope you enjoy her strategy. Find more at our Past Tutor Strategies page.
Connections, Connections, Connections: Make sure that you are able to connect the content to the student’s life.
Inform the student of when and why he or she will use the content.
Stephanie Dunaieff
Margot Enterprises
Inform the student of when and why he or she will use the content.
Stephanie Dunaieff
Margot Enterprises
Certified NTA Trainers may order NTA Training Series Workbooks. The workbooks are intended to be consumable, used by one tutor or academic coach. The materials are copyright protected and may not be copied or used by more than one trainee. Workbooks must be prepaid before shipping. Once payment is received, workbooks usually ship within 5 days via USPS 2nd day. All workbook orders will be invoiced via e-mail through PayPal. The NTA no longer accepts purchase orders. NTA Certified Trainers will receive a free training PowerPoint with a minimum purchase of 25 workbooks. To order workbooks, please contact Dr. Lucy Lapekas at ntatutor@aol.com. Please note that only NTA Certified Trainers may purchase NTA Training Series Workbooks.
Available Titles:
Available Titles:
$12.95 (1-10 copies) • $10.95 (11 or more)
$12.95 (1-10 copies) • $10.95 (11 or more)
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$12.95 (1-10 copies) • $10.95 (11 or more)
$14.95 (1-10 copies) • $12.95 (11 or more)
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$12.95 (1-10 copies) • $10.95 (11 or more)
$14.95 (1-10 copies) • $12.95 (11 or more)
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The National Tutoring Association (NTA) is proud to be a fully compliant 501(c)3, non-for-profit education association. All of our Board Members and Officers volunteer their time to serving the NTA mission and members. The NTA derives no financial benefit from any corporate partnership.