research-backed

From regular student assessment to contracting for independent studies, Reading Partners systematically collects, analyzes, and uses data to generate knowledge, improve programs, and report on impacts.

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science of reading

The established and growing research we have about how students learn to read, including systemic phonics education.

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individualized

A facet of high-dosage tutoring in which a tutor offers one-on-one attention to their student, resulting in targeted support, and personalized literacy learning.

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high-dosage

The frequency of a learning experience. For example, Reading Partners students receive twice weekly tutoring for maximum growth.

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educational equity

Ensuring every student, no matter their race, gender, socioeconomic level, or location has access to the resources and support they need to succeed in school and in life.

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a student working on her literacy skills for one hour a week
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One hour, a lifetime of impact

March 25, 2025

By Yuri Rodriguez, volunteer tutor with Reading Partners Tulsa

I first learned about Reading Partners because my three siblings were in the program. When I had the chance to volunteer, I jumped at it—I’ve always been drawn to the elementary teaching atmosphere and the idea of making a difference in kids’ lives.

The most rewarding part of tutoring has been seeing my students’ faces light up with joy when they master a new concept. One student in particular made every session unforgettable. He was obsessed with Godzilla and giraffes, so after each successful lesson, he’d ask if we could draw them together. In between reading, he’d crack jokes about giraffes, always keeping our sessions full of laughter.

Over time, my perspective has shifted. I no longer see volunteering as just helping students read—I see it as nurturing them and being part of something much bigger. I’ve realized how crucial Reading Partners is to their education and how much building relationships truly matters.

Of course, there have been challenges. One student I worked with struggled with fluency. If I told them a word, they could repeat it back to me, but when it came time to read on their own, the letters seemed to mix in their mind, making it hard to recognize words. To support them, I incorporated fluency games and reached out to my supervisor for guidance. With time and patience, we found strategies that worked.

The biggest lesson I’ve learned? One hour makes a difference. That hour can shape a child’s confidence, open doors in their education, and build a relationship worth more than words. The connections I’ve made with my students are priceless, and I wouldn’t trade this experience for anything.

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