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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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janice james
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Spotlight on Janice James, dedicated tutor at Reading Partners NYC

February 7, 2025

Originally posted on

Two sessions, approximately 35 to 45 minutes each, once a week is how long Janice James spends tutoring students at the  in Brooklyn, but the impact she has lasts for far longer.

As a volunteer for Reading Partners NYC, a nonprofit providing young children (grades K–4) with individualized reading assistance, she meets with elementary school students to develop their literacy skills and boost their confidence in reading. “I was always interested in trying to give back in a meaningful way,” she said.

James, 36, has no children of her own but said she has always been good with kids. Her day-to-day occupation usually involves working as a producer or assistant director on television and film sets. Despite her hectic schedule, however, she made it a priority to give back to the community, particularly due to her experiences with her sister growing up.

“My own younger sister fell behind when it came to reading, and I remember that the teachers were threatening to hold her back a grade, and our family just kind of came together and really spent a lot of time with my sister to make sure that didn’t happen,” she said. “I just wanted to be able to kind of step in and do that for other kids.”

James learned of the program through a Facebook group and became immediately interested. She filled out a on the Reading Partners website, passed the background check, and has been tutoring students since spring 2024.

“We read to them and ask them questions,” she said. “I love that part because I get to ask how does this character relate to you , or do you ever experience that, and they love to talk about themselves, the kids.”

Akilah Clarke, a program associate with the organization, explained that volunteers are provided with the necessary materials and curriculum to conduct tutoring sessions; all they need to do is bring themselves.

“You don’t have to come up with any kind of lesson plan. We create all of that for you,” Clarke said. “You just have to read off of it and just give it your own character. Give it your own personality and bond with the student pretty much.”

Schools will contact the organization to request the setup of reading centers — designated spaces in a school where students can select books and receive one-on-one tutoring.

While there is a virtual option for tutoring, James prefers to meet in person with her two students every Thursday. She commutes for 30 to 40 minutes from Flatbush to Bed-Stuy, taking two subway trains.

The most challenging part of tutoring is crossing the emotional, not physical, distance to meet her students. “Sometimes they come in and may not want to do this for various reasons, and I think it’s important to just ask them what’s going on — ‘how’s your day going?’ — and actually listen and relate to them,” she said. “It allows students to feel like they can trust you and that this will help them right now and in the future.”

She said connecting the texts to the children’s everyday experiences has been effective in sparking enthusiasm.

“I think it’s important to incorporate their daily lives into the content they’re reading — asking them questions so that they begin to grasp the idea that a lot of the joy of reading is being able to relate to the characters in these stories, be they fiction or nonfiction,” she said.

Experts believe that individualized reading support is the best for addressing . James mentioned that teachers have stressors that may prevent them from providing specialized assistance to every child.

“These teachers are doing a wonderful job, but they have a lot of stressors from the state, their own school boards, and school leadership. They’re instructing many kids at a time and doing a wonderful job, given the challenges they face, but at the same time, these children need that extra support,” she said.

She also discussed the pressures on parents. “Other things kind of take precedence, like feeding their kid, making sure they get to school on time, and making sure they’re safe. (They) have all these other worries.”

Clarke said the need for Reading Partners NYC grows each year, which is exciting for new volunteers, but she also sees the real achievement as when reading support is no longer necessary.

“Each year, we grow into more schools, which is a double-edged sword, because while we are going into more schools, and that’s great, it’s also (that) there are a lot of schools that need us, and that’s the problem. Why do so many of these communities need us even to go in and do this work?” she said. “But if we are not needed, I think that is when I’m like, ‘We did it — this is what we came here for.’”

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