Reading Inside Out: A Resilience-Driven Mentoring Approach to Enhancing Reading Fluency for at-Risk Students of Color

Abstract

This study investigated the effects of a mentoring program for atrisk students of color by integrating reading fluency instruction and resilience-building activities. Three 4th and 5th-grade students identified as having reading difficulties participated in the program, which involved college mentors providing one-on-one instruction for 30-40 minutes, two days per week, over 10 weeks. Resiliencethemed books were used during reading sessions to improve reading skills and resilience understanding. Data collection included pre- and post-assessments of reading fluency using the easyCBM assessment and the student resilience survey. Mentee interviews were conducted to gather additional insights. The easyCBM data of the three participants indicated that their participation in the mentoring program was effective in improving their reading fluency. The student resilient survey showed positive changes from preto posttest, implying the program’s effectiveness in enhancing students’ resilience. The outcomes of the study contribute to a deeper comprehension of the impact of mentoring initiatives coupled with resilience-focused reading instruction on at-risk students of color. Implications for future research are discussed.