What does HELPS do?
The main goal of the HELPS program is to master reading fluency to the point where it takes little effort, allowing students to focus more on reading comprehension. This is a concept based on the information processing theory of automaticity, in which if a skill is overlearned, students can allocate more of their limited working memory resources to engage more deeply while reading. The students who gain the most from this program are struggling or at risk readers between grades 1-4. In order to achieve automaticity a series of steps and procedures (proven to be most effective) must be followed.
What do I do as a volunteer?
As a volunteer, you will generally be assigned a certain number of students to work with for fifteen minute sessions. Due to the short time you have with these students, it is important that you understand the steps found in the implementation flow chart in the teacher's manual (link below). Here is a brief overview of what your fifteen minute sessions will consist of.
Teacher's Manual --> http://www.helpsprogram.org/pdf/manual.pdf
- First, you will read some introductory statements and address specific expectations (remember difficult words, try to recall the story, etc.). Afterwards have the student performed a timed reading and ensure that they comprehended what they read. One they have finished retell check, determine whether the student met his or her goal. Depending on whether or not they met their reading goal will determine the order and frequency of the following steps
- Praise
- Graphing passages
- Phrase-drill procedure (practicing difficult words)
- Timed readings
- Modeling procedure
- Awarding stars
Teacher's Manual --> http://www.helpsprogram.org/pdf/manual.pdf
Watch John Begeny (creator of HELPS) carry out a session!
As you watch, be sure to pay attention to how Dr.Begeny praises the student and how he implements the reward system. This will be helpful when reading about praise and motivation on this site.
Do this exercise before you continue on to the rest of the site!
Before you go on to learn about how to motivate your students as a HELPS volunteer, consider this scenario and jot down some things you might do to motivate this child. Samantha is an at risk student and is very behind in reading fluency compared to her classmates. She is often discouraged because she can't keep up with class activities and feels she is just not smart enough. Fortunately for Samantha, she has been chosen to participate in HELPS and you are her volunteer! Due to her past performances Samantha is not very intrinsically interested in reading. Also, she becomes distracted many times throughout the sessions when kids walk by and often goes off on tangents. She does enjoy receiving stars and prizes from the prize box, but does not understand why she is receiving them. What are some things you can think of to help Samantha become more interested and motivated to practice her reading fluency? Keep your answers so you can compare them at the end.