Basic Literacy

Basic Literacy students are students who speak English fluently but who need help learning to read and write or do basic math.

"Mike used to order the same thing at restaurants because he couldn't read the menu. Now he is able to read the menu more easily and he's excited about all of his options!" ~LVT Tutor

For a variety of reasons, LVT Basic Literacy students often read and write at less than a sixth-grade level. Some have finished high school and need to improve their basic skills to enter job training programs. Others did not finish high school and need to read and write better to work towards a GED. Some learned English by ear or in another country and never formally studied reading and writing in English. The common thread is that students need to learn to read and write in order to improve their opportunities.

LVT provides a variety of learning opportunities for students. They can attend Tutoring Centers, where they work with a team of LVT tutors, learn computer skills and meet other students. We also offer Reading and Understanding classes as well as a class for students who want to enter a health care career. Click here to learn more about these options. Once students’ skills and confidence are increased, they are ready to move on to a GED program, another training program, back to the referring agency or directly into improved employment.

Basic Literacy tutors receive an initial 12 hours of training with follow-up support through emails and phone calls, a newsletter, tutor meetings, learning groups, and in-service training opportunities. LVT tutors are a friendly group who enjoy interacting and sharing resources with each other. From the first day of training, tutors learn that we are our own best resources and they look to each other for guidance and support, as well as staying in close touch with staff.

Tutors also have access to a well-stocked library of resource books and materials that they can check out and use with their students. Tutors submit attendance logs and progress reports on their students each month. They assist their students in keeping track of and submitting study logs for independent work done between tutoring sessions, as well.

Student needs are the centerpiece of our program. We don’t need to “teach to the test” as we do not use standardized tests for placement or progress; instead we have developed a goals-driven model where success is determined by meeting the needs of students and helping them to achieve their goals. In tutor training, we work with tutors to use the goals their students have identified as the starting point for finding materials and planning lessons. We encourage tutors to use the materials and tasks the student needs (such as reading the drivers’ manual or correctly filling out work orders) for their instruction.