As a tutor, you may find it beneficial to have your learner paraphrase important information at a lower level. "Do you understand?" is a question that asks for a yes / no response. The "yes" your learner states may not really indicate comprehension. Having your learner paraphrase essential information will help you determine what she really understands.

Example

Tutor:

For homework next week, take a look at the next chapter. Read page 40 and review the grammar notes on the following page. We can meet at 7:00 p.m., just like we usually do. Okay?

Learner:

Yes. (She looks a little uncertain.)

Tutor:

What is the plan for next week? Please tell me.

Learner:

Homework from this book... page 14... I will meet you at 7:00 p.m.

Tutor:

Yes, we will meet at 7 p.m., but the homework is on page 40.

Making predictions

In Session 6 of the tutor training manual, one of the suggestions discussed for the development of a reading lesson was to have "prereading questions" which were based on a quick read of the title, the first sentence and any bold or italicized print. Pictures or other visual images were also to be considered when prereading questions were formed.

The prereading questions had two purposes:

a. to define the purpose for reading the article b. to use context clues to help understand and better predict the content of the text

The strength of this exercise lies in its transferability. The learner can take this method and apply it to an unfamiliar text. The learner can use it successfully without having a tutor nearby.

With listening exercises, it is also possible to use context clues. You may be able to show your learner a picture related to the speech sample or preteach (teach before listening) some vocabulary. However, when context is developed in this manner, there are few transferable skills that the learner can use when faced with a new listening exercise.

How can I help my learner develop transferable prediction skills?

There are different ways to teach prediction skills. One way, with the use of a taped story (or story you read aloud), is to stop at intervals and ask learners to guess what will happen next. Note how the same story is now used in a different way.