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Early Ideas
Early Ideas
Problem:
Problem:
How can we help children recover literacy skills, with focus on building confidence and reading stamina to set them up for long-term success?
Learners:
Learners:
Elementary School Students
2nd Graders (age 7-8)
Struggling to progress in reading level
READING BUDDIES
READING BUDDIES
The Reading Buddies program is designed to help students improve both fluency and confidence in students through peer collaboration. By pairing students with partners slightly above their reading level, the program creates a mentorship model where students can learn from each other in a supportive, low-pressure environment. The program also encourages building socio-emotional skills like teamwork, communication, and empathy through students' interactions.
The program aims to target key learning outcomes such as reading fluency, confidence, and collaboration through regular practice, where students engage in shared reading or guided reading sessions. Shared reading sessions allow both students to benefit - stronger readers model fluency, while other students practice in a judgement-free space.
As students assist their peers, they also develop their own communication and teaching abilities. Technology such as digital platforms or tracking systems could further enhance the program, providing measurable feedback and offering interactive tools to aid in learning. Incorporating resources such as audiobooks or interactive e-books can make reading sessions more engaging and accessible for all students involved.
Successful implementation requires careful consideration of pairing students, ensuring students' learning styles or personalities complement each other, and teacher training and guidance on how students can best support each other. Proper support and progress tracking makes sure the program is working as intended, fostering peer learning, confidence, and long-term academic success.
Learning Theories
Vygotsky's Social Development Theory
Emphasizes social interaction as a critical component of learning. Through collaborative activities, students gain cognitive skills through interaction with more knowledgeable peers.
Application: By pairing students with reading buddies who are slightly above their level, the more proficient student can help guide their peer, facilitating mutual growth. This scaffolding approach supports the development of fluency and comprehension.
Constructivist Learning Theory
This theory posits that learning occurs actively through experience. Students build their knowledge and skills through interaction with the world around them, including peers.
Application: Students actively participate in the reading process, where they are engaged in helping their reading buddy and simultaneously learning through the process of teaching and practicing together.
Learning Strategies
Pair students based on complementary reading levels, ensuring that each buddy can effectively support their partner while also practicing their own reading.
Provide structured reading activities such as shared reading and guided reading sessions, where students alternate roles as the reader and the mentor.
Use reflection activities for students to self-assess their reading progress, building a sense of ownership over their learning.
Media & Technology
Digital platform or app for students to track their reading progress, set goals, and receive feedback from teachers.
Audiobooks or interactive e-books to complement physical reading materials and provide varied resources for students at different reading levels.
Progress tracking system where teachers can monitor individual growth in both fluency and comprehension, providing targeted support as needed.
Pros & Cons
Pros:
Builds peer-to-peer learning, allowing students to learn from each other in a comfortable and supportive setting.
Fosters confidence in both the mentor and the learner, as both students develop their reading skills together.
Improves reading fluency and comprehension by giving students consistent practice with immediate feedback from their buddies.
Encourages collaboration and the development of social-emotional skills like empathy, communication, and teamwork
Cons:
Pairing logistics: It can be challenging to ensure that students are paired in a way that maximizes learning. If students are mismatched, one may struggle to keep up, or the buddy may not be able to effectively assist their partner.
Time constraints: Finding adequate time for one-on-one buddy sessions during the school day can be difficult, especially in crowded classrooms.
Digital accessibility: Some students may not have access to technology at home or may struggle with digital tools, which could limit the effectiveness of online components of the program.
AUDIOBOOK LIBRARY WORKSHOP
AUDIOBOOK LIBRARY WORKSHOP
The Audiobook Library workshop focuses on building fluency and confidence in students’ oral reading ability, as well as improving their engagement in reading through a combination of encouraging exploration of their interests alongside working with other students who they can share the experience with. The goal is to build literacy skills in an authentic, practice-based context, where students not only practice and develop word recognition, fluency, and reading comprehension but also oral language skills that support literacy. This program will be delivered in person, likely through a semiannual workshop available after school.
Students will work within a team to choose a short story or chapter to read aloud together, creating an audiobook recording of material of their choosing. Teachers and other facilitators will break down the audiobook creation process into shorter steps.
First, they will read the book together as a group to familiarize students with the story. Next, students will break down the text of the story further, analyzing punctuation and the effect on reading aloud, identifying dialogue tags and character choices, and deciding on words or phrases to add sound effects and other storytelling choices to. Once they’ve prepared their story, students will be guided through the process of recording their lines, allowing them several opportunities to practice and re-record as needed. After the audiobook is complete, students will reflect on the activity; there will also be a larger-scale celebration of their efforts, involving the other groups and their families. Progress will be monitored through a project notebook, both with a group section and an individual (direct teacher-student) section, so students will be able to understand the steps needed to complete their project and reflect on their experience.
Through this workshop, students will be able to internalize reading as a multi-faceted activity, and feel encouraged to engage directly with the text in a personal sense, not only as a class requirement. By cultivating fluency and comprehension, students will be able to gain a greater sense of confidence in their reading and communication skills, and their collaboration and creative expression in the project will also grow their confidence in teamwork and autonomous choice needed for future success.
Learning Theories
Constructivist Learning Theory
A learning theory that emphasizes building new knowledge through connection to prior experiences; it also emphasizes the importance of social interaction and active participation, as well as the creation of an artifact as part of the learning process. (Amineh & Asl, 2015)
Application:
Students actively participate in the construction of the audiobook. They interact directly with the text, practicing fluency skills directly in context. Their interests and experiences help them choose a text and create meaning; discussions with their peers (group members) also help them grow their own knowledge.
The teachers take on the role of scaffolding the activity for the students, which allows them to steadily develop their fluency and comprehension throughout the workshop by breaking it down into gradually independent steps.
Cognitivism
The internal mental processes involved in learning. For example, learners organize information into schemas, a mental structure that can be used as a base for processing and connecting new information. (Oyarzun & Conklin, 2021)
Application:
Students build schemas for reading text aloud. They recognize patterns in the text, particularly in the dialogue and pronunciation, and how it affects the flow of reading aloud.
Chunking is also used in breaking down the story and making it more manageable to read aloud. Rather than take on an entire text alone, students each take on pieces (dialogue, small sections of the story) to make it easier for them to process and practice.
Keller's ARCS Model
Attention, Relevance, Confidence, and Satisfaction are combined to engage students, make learning meaningful, and build their confidence through concrete displays of skills and feeling fulfilled by what they’ve done. (Oyarzun & Conklin, 2021)
Application:
Students will be the ones to choose what story or chapter they want to make an audiobook of, capturing their attention by letting them choose stories they like, and tying in creative/multimedia elements like sound effects to keep them engaged while reading.
The workshop can build confidence and satisfaction by allowing students to take their time and re-record as needed, so the finished project is something they are proud of and feel accomplished making.
Learning Strategies
Builds student autonomy by providing them their choice of story, allowing them to become invested and engaged in the project on a personal level.
Promotes peer interaction and learning, allowing students to learn from each other through discussion and modeling in a supportive, informal setting.
Encourages fluency and stamina through chunking and scaffolding, allowing students to tackle pieces at a time and slowly build it into a whole.
Builds confidence through real-world applications, allowing students to tangibly view their own growth throughout the project through the recordings.
Pros & Cons
Pros:
Engaging and low-stakes activity for practicing reading fluency.
Enhances student autonomy by allowing them to make creative choices in their project and reflect on their own experience.
Relatively easy to acquire resources, as there are many free sound libraries and recording softwares available.
Students with lower stamina can build their stamina by starting with small sections to read and getting progressively longer.
Encourages collaboration with peers and builds skills like teamwork and communication.
Cons:
Does require recording equipment and experience using it; though it can be as simple as USB microphones or using phones, it still requires some existing skills and resources to get started.
May be challenging for students with hearing impairments.
Requires a significant amount of time commitment; it likely wouldn’t be offered on a daily or even weekly basis, but rather like an option after-school program lasting for a certain period.
Considerations:
Ways to integrate it into the classroom
Training for teachers/facilitators
Creating a library at the school to host these works, and potentially using them to assist with the literacy developments of students who are unable to partake in general education classes or programs.
How much oversight is required?
SEL INTEGRATION INTO CLASSROOM
SEL INTEGRATION INTO CLASSROOM
This approach focuses on integrating social-emotional learning (SEL) into literacy instruction to enhance both reading proficiency among 2nd grade students. Grounded in the belief that real-world examples and consistent practice foster meaningful learning, students will engage in daily SEL-based activities as a morning opener. Each unit or week will introduce a specific SEL theme, such as empathy, perseverance, self-awareness or teamwork. The program will be delivered through an interactive website accessible through a library platform.
Through theme-based activities, students will build essential SEL competencies while simultaneously developing their reading stamina and comprehension skills. For example, during an "Empathy" week, students may participate in reflective storytelling exercises, scenario analysis, or guided discussions. Progress will be monitored using an integrated tracking system that provides educators with insights into students’ growth in both their social-emotional and literacy development. Additionally, the platform will include adaptive features that offer personalized learning paths, encouraging autonomy and fostering intrinsic motivation.
By embedding SEL into the daily routine, students will not only enhance their reading skills but also cultivate the confidence, stamina, and social awareness needed for long-term academic and personal success. The flexible design of the program makes it suitable for both in-person and hybrid learning environments, providing equitable access to essential SEL instruction.
Learning Theories
Social Emotional Learning Theory
Developed by CASEL (Collaborative for Academic, Social, and Emotional Learning), SEL theory focuses on five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. (Elias, 2023)
Application: By engaging students in themed SEL activities like empathy-based exercises, the program strengthens their emotional intelligence, which enhances their ability to understand and interpret stories.
Constructivist Learning Theory
Developed by Piaget and Vygotsky, learning is viewed as an active process where students build knowledge through experiences and interactions. (Oyarzun & Conklin, 2021)
Application: Students apply their understanding of SEL themes to real-world scenarios. Activities that involve reflection and collaborative discussions encourage meaning-making and deeper learning.
Connectivism
Developed by Siemens and Downes a framework that believes that learning occurs through networks and digital experiences, emphasizing the importance of connections in knowledge acquisition. (Oyarzun & Conklin, 2021)
Application: Using the interactive website, students engage in multimodal learning (text, video, activities) and track their progress. The digital platform also encourages autonomy by allowing students to navigate their learning path within structured themes.
Growth Mindset Theory
Developed by Dweck believed that students who believe their abilities can grow through effort and perseverance are more likely to succeed. (Dweck, 2006)
The program encourages stamina by reinforcing the belief that challenges in reading or comprehension can be overcome. Reflection activities also help students recognize their progress, fostering resilience.
Learning Strategies
Improve reading comprehension through discussions and reflective writing. (discussion boards)
Build stamina by encouraging sustained focus and participation in daily tasks. (incentives through point system)
Foster autonomy by allowing students to make choices within the activities and reflect on their progress. (freedom of choice in activities that are aligned with theme)
Develop confidence through real world applications. (through role play, narration and online stimulations children independently and collectively gain real world experiences)
Media & Technology
Interactive website accessible through a library platform. (Table of contents)
Digital activity modules themed around SEL topics like empathy, perseverance, and teamwork. (storytelling/stimulations)
Visual and audio content to support diverse learning needs. (Accessibility)
Progress tracking dashboards that display student achievements, completion rates, and reflection summaries. (Positive reinforcement) (Incentives) (data driven plan)
Pros & Cons
Pros:
Promotes both SEL development and reading proficiency.
Provides consistent, structured daily practice.
Encourages stamina through regular participation in engaging, time-bound tasks.
Enhances student autonomy with choice-based activities and reflection opportunities.
Progress tracking allows teachers to monitor growth and adjust instruction as needed.
Cons:
Requires reliable internet and device access.
May be challenging for students who need additional support with digital tools.
Educators may need training to facilitate discussions and manage technology effectively.
Students with lower stamina may initially struggle with maintaining focus during activities.
Considerations:
Offline option for students that have limited access to internet
Teacher training (Professional Development).
Culturally responsive examples/content that represents diverse learners.
Media & Technology
Audio: Recording equipment and editing software for students’ performance; record, edit, and refine audiobook project
Visual and audio content resources to enhance the storytelling experience; both as example works to model the process for students, and for them to add to their own projects
Project management & progress tracking tools - can be online, or even low-tech solutions such as index cards on a whiteboard, to display students’ progress and upcoming tasks. Ideally, a private teacher-student progress tracking system would allow students and teachers to communicate about the students’ individual growth in fluency, identifying where to support when needed.
References
References
Bates, A. W. (2019). A.8 Assessment of learning. In Teaching in a digital age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/chapter/5-8-assessment-of-learning/
Bekele, A. T., & Teshome, T. (2025). Investigating the relationship between reading attitude and reading comprehension. Heliyon, 11(4), e102345. https://doi.org/10.1016/j.heliyon.2025.e102345
Brown, A. L., & Campione, J. C. (1996).Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. (pp. 289-325). Lawrence Erlbaum Associates, Inc.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Elias, M. J. (2023, March 30). The role of SEL in developing reading skills. Edutopia. https://www.edutopia.org/article/sel-reading-skills
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.
Oyarzun, B. , & Conklin, S. (2021). Learning Theories. Design for Learning: Principles, Processes, and Praxis. https://edtechbooks.org/id/learning_theories
McGraw-Hill Canada. (n.d.). Richard Mayer's Cognitive Theory of Multimedia Learning. McGraw-Hill Education. Retrieved April 11, 2025 from https://www.mheducation.ca/blog/richard-mayers-cognitive-theory-of-multimedia-learning
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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