Adult literacy tutoring provides the personalized instructional setting some adult learners need.  For instance, at Lincoln Land Community College, an adult learner tried to complete an adult basic math class, but kept dropping out.  The man didn’t like participating in group work in the classroom for fear of appearing “dumb.” 

To overcome these issues, he was matched with a math tutor working one-to-one.  Not only did the student’s scores improve, but more importantly, his attitude toward math and his confidence improved greatly.  This adult learner is now a leader who often assists others needing help with math.  Tutors also provide the personalized attention that enables learners to overcome barriers to instruction. 

Another LLCC adult learner lost her job and could no longer afford to travel to a regional tutoring site about 15 miles from her home.  When she explained the problem to her tutor, the caring tutor found another location closer to the learner’s home.  The tutor took on the additional expense of driving to the learner rather than losing the adult learner.  This tutor made instruction possible for this adult learner.  When LLCC told this story, they were able to recruit another volunteer tutor who was impressed by this level of dedication.

Six years ago, a mom began attending beginning ESL level classes at Howard Area Community Center.  She was shy and lacked confidence.  Since the woman began working with a tutor and attending Family Literacy classes, her confidence has improved tremendously, along with her English.  She is especially eager to try out new parenting skills she has learned either from her tutor or through her Family Literacy class.  

As a result of what she has learned, the woman knows that her son is developing appropriately, and more importantly, she knows how to support his learning.  They are often found reading a book together before class or tutoring sessions.   Through a Family Literacy field trip to the Evanston YMCA, she learned the facility offers swimming lessons, and she plans to enroll her son. 

The woman has also used her new found confidence to start her own cleaning business.  All of her hard work was recently recognized by Literacy Works, when she was honored with the Inspiration Award at their annual fundraiser.

By participating in Read for a Lifetime, students will hopefully develop a love of books and reading that will last a lifetime.  Participating high school students read a variety of books; the titles are listed on our web site (see link below).  The list represents a mixture of classic and contemporary literature. Each student who reads at least four titles from the list during the school year receives a certificate of achievement signed by Secretary of State Jesse White.  To enroll your school or public library in Read for a Lifetime, please contact Jeanne Urbanek .

Everything you need to participate is available on the Illinois State Library website.

“The state of Illinois has some of the finest literacy programs in the nation, and I am pleased to provide 171 local literacy providers with funding that will allow them to help adult students achieve their utmost potential,” White said.  “Nearly 23,000 students are served by these programs.  8,800 volunteer tutors generously offer their time to provide training.  Our local literacy programs allow students to obtain skills that put them on the path to lifelong learning.  I will continue to do all I can to ensure that every citizen of this state has access to quality literacy programs.”

The Adult Literacy Program is administered by the Secretary of State/Illinois State Library Literacy Office and awards grants in three categories:

• Adult Volunteer Literacy Grants provide training for volunteers who tutor adults over the age of 16 in basic reading, math, writing or language skills. Participating literacy providers may include libraries, volunteer tutoring organizations, community based organizations, community colleges, regional offices of education, schools (individual & public), pre-school programs, school districts, domestic violence shelters, and correctional facilities.
• Family Literacy Grants provide educational services to parents and children to enhance their basic reading, math, writing or language skills together and separately. Participation by the whole family increases the benefits of the instruction. Projects must partner with an adult literacy provider, child-at-risk agency and a library.
• The Workplace Skills Enhancement Project provides on-site instructional services to the employees of Illinois businesses to enable the employees to increase their basic reading, math, writing or language skills, keep their jobs and increase their chances for promotion. Eligible employees read at or below the 9th grade level. Grantees must match the grant award and may also provide instructional services to prospective employees. The fiscal agent and submitting agency may be either the educational partner or the business partner.

Secretary White urges persons interested in becoming volunteer tutors to contact the Illinois Adult Learning Hotline at 1-800-321-9511.

The Family Literacy program at Illinois Valley Community College offered services to an immigrant family that included a young boy.  When the family joined the program, the parents were concerned with the young child because he could not speak English or Spanish.  The program accompanied him to early doctor appointments and supported him with early learning services. 

This child and family have made tremendous gains.  The child just completed kindergarten and his district reading assessment scores were in the highest category.  His mother was granted U.S. citizenship and has been hired as a translator at the Family Literacy program.  As a result of visits she has made to local families, many more Hispanics seek library and literacy services.

An Afghan woman’s education was interrupted in fifth grade when her school was bombed.  Years later, when she immigrated to Chicago with her husband, neither of them spoke English or had literacy skills. They also had health related problems but were scared to leave their apartment.  With the help of a volunteer literacy tutor, the couple is beginning to adjust to American life. 

The tutor visits their home weekly for English language instruction and sometimes takes them out around their neighborhood.  The couple is beginning to communicate using basic English phrases.  They exercise regularly at a neighborhood park and have begun to use public transportation to get to their medical appointments.  Not only are they both motivated to learn English, but the woman is thrilled to be a student once again.

A young woman dropped out of high school as a freshman. When her daughter was four, she decided to make something of herself and signed up for the Family Literacy program at John A. Logan College. The woman wanted to obtain her GED and become a better parent to her young daughter.

She wanted a library card but lived outside her library district and couldn’t afford a non-resident card. The literacy program paid for her library card, and she put it to good use. She regularly attends library programs, events and activities with her daughter and is creating age appropriate activities for her child.

The young woman has gone from being a shy parent to one that chats easily with other parents. Because of the literacy program, the family has been able to access resources so her daughter may attend Pre-K and Head Start classes. The family was even introduced to family centered outdoors activities at Crab Orchard National Refuge. The woman attended night classes to obtain her GED and passed with flying colors.

In the 11th grade, Teresa left school when she was told she would never make it because of her learning disability. Like so many others, she had her first child plus four more in the next four years. Then, as a teen mother with low reading skills, she entered the family literacy program at Southwestern Illinois College. As her reading skills improved, she enrolled in Certified Nursing Assistant classes and earned her license. The CNA certification enabled her to be employed , to support her family and to remain off public assistance.

However, something was still missing. She wanted her GED. So she attended GED classes at the Goodwill Career Center in Cahokia and received lots of encouragement from the Even Start staff to achieve her goal. After working all day in the nursing home, she attended class two evenings a week. Although her hours were long and she had responsibilities at home, she had perfect attendance.

She praises her teacher, Mark St. Ivaney, who taught her, who stuck with her and who answered her questions. She received her GED last year. Now she is excited to be in the nursing program at SWIC. Her message to everyone “Don’t let anyone tell you that you can’t do it. You can do whatever you want to do in life. It’s your decision.”

When the Tello family arrived in America from Mexico, they spoke very little English. Carinna and her five year old son, Alan, learned about opportunities offered by the Family Literacy program at District 214 Community Education. In all kinds of weather, Carinna and her son walked to class.

Carinna attended ESL classes five days a week and improved her English so much that she was hired by a local hospital and trained to go into the Hispanic community and conduct health education. In addition, she is taking citizenship classes. Alan also benefited by participating in the children’s educational programming while his mom was attending classes. Alan will be prepared when he enters first grade this fall.

Willie dropped out of school at the end of 10th grade, married and became a mother by the age of 18. She soon had four more children and was working part-time jobs when she could find work. Willie then had a further set-back when a combination of asthma and medications caused brain damage and memory loss.

Because of her difficulties with reading and math, Willie’s adult children suggested she attend the Tolton Adult Education program. At first Willie was timid but after a few months, she began to speak up. She convinced her doctors to take her off several of her medications and was amazed to see how healthy she could be. “My brain is working much better,” she tells everyone at Tolton.

As her reading and writing has improved, she began to write short stories. She found that she has a flair for expressing her ideas and has become a mentor for other Tolton students and for teenagers at her church. Her ultimate goal is to earn a GED and become a real estate agent.