Reading proficiency growing through Cornell pilot program

Under the watchful eye and listening ear of reading tutor Melissa Kobliska (far right), Cornell third graders Sadie Oaks (left) and Mattison Rouleau (center) work on their reading skills for the 20-minute time they have with Kobliska, through AmeriCorps. Some of the students need one-on-one time, but for most sessions, groups of two come to Kobliska for intervention help. Photo by Ginna Young

By Gina Young

Some kids love to read, some don’t. Either way, some of them need a little extra help.

That’s where AmeriCorps reading tutors come in, like Melissa Kobliska, who started the program at the Cornell Elementary School this year. Cornell is the pilot of the reading help program in this area, with the initiative funded by the state.

“They just give me the luxury of being able to use the school and all the students that are in it,” said Kobliska.

Kobliska stumbled across the position by accident, when looking at what jobs were out there, and knew the minute she saw it, that the reading tutor gig was meant for her, since she’s a huge book worm.

“I just thought, how perfect is this position?” said Koliska. It certainly does seem perfect, as her own kids attend Cornell, and she gets to help other kids improve their reading skills.

To be eligible for a reading tutor program, a school must have 15 students who are not deemed special education, but are “bubbler” students – those who float around and need a little extra attention.

“They just need a little confidence,” said Kobliska. “It’s a really good thing for the school and the kids.”

To help the students with their reading skills and confidence, Kobliska tries different tactics that the kids can master. For example, the kindergarten ages can work on mastering letter sounds, while word construction is first grade.

“You have to figure out the kids’ personalities, too,” said Kobliska, adding that some of the students don’t like all the repetition, even though it’s necessary.

Kobliska takes a look at the students’ charts each week, to see if they’re making progress and, if not, she plans a different route to ensure success.

“I’ve had two kids already graduate out of it, because they’ve done so well,” said Kobliska.

With the success Cornell is already seeing in just a short time, Kobliska was enlisted to help the neighboring Cadott district begin their own program. Kobliska instructed Cadott representatives on how to enter the intervention data.

“It’s been interesting,” said Kobliska. “Every day is a new adventure with some of the kids.”

Many of Cornell’s teachers have pulled Kobliska aside and told her the program is really working, as some of the kids struggled to get through sentences and some were too embarrassed to say letter sounds.

“They thrive on the one-on-one,” said Kobliska. “It’s such a fulfilling feeling to be able to help them.”