BIG BUDDY AND LITTLE BUDDY READING PROGRAM
by Kimberlee J. Bennett
Over 25 years ago at Holyoke Elementary School (HES) the Big Buddy and Little Buddy Reading Program began in an effort to improve the reading skills of fifth graders. This program continues to run full force today with fifth graders reading to kindergartners every other week.
The original idea of these cross grade reading groups came from Mary Kay Davidson, fifth grade teacher in the mid-1990s who is now retired. Although she does not want any recognition for her initial efforts, she deserves a pat on the back. Mrs. Davidson had read an article in an educational journal that sparked an idea to help her students practice reading and ultimately improve their reading.
The purpose of the original Big/Little Buddy Reading Program was for kindergartners to practice their listening skills, improve their oral comprehension, and improve their computer skills when taking computerized comprehension tests.
Davidson’s goal for the fifth graders was to motivate her older students who weren’t reading much on their own. With this new collaboration, fifth graders had to practice reading the library books before reading them to the five and six year olds, naturally improving their own reading skills. According to Davidson, the fifth graders gained responsibility and felt important while working with the younger students.
At the time the program started, HES used the Accelerated Reading (AR) computer program. After K-6 students finished reading a book, they next took a 10 question comprehension quiz online. Students scored points passing the quiz and eventually could spend those points at the AR Store.
Fifth graders at the time would read a story two or three times to the kindergartners, after which the fifth graders would read them the test in the computer lab. Fifth graders would help the kinders log-in and navigate the computer, but not give them the answers. Having fifth graders help kindergartners on the computers was an enormous time saver for the kindergarten teachers because this was before the days of one-to-one devices. It was important to have the help of the fifth graders, since this was how the kindergartners received their AR points.
Merl Davidson, husband of Mary Kay, built the AR store - a wooden box about four feet tall that opened up to display the prizes. It was exciting for K-6 students to have enough points to “buy” an item from the store. This motivated students to read, which was the ultimate goal. The AR store was filled with candy, treasured trinkets, erasers, pencils, bookmarks, and more. Retired kindergarten teacher Mary Austin shared that students could purchase even bigger prizes if they saved up their points.
Elementary secretary Deanna Deselms would set up the AR Store in the entryway so it was ready for the reading shoppers. “It was a big deal!” Davidson exclaimed. The Big/Little Buddy Program helped make students accountable with their AR points. It also gave the older students responsibility for their reading and their AR points.
Jim Yakel was the HES principal at the time the Big/Little Buddy Reading Program was initiated. Davidson was asked what the negatives of the program were, she humbly said, “Mr. Yakel was supportive of the program and the other teachers liked it as well. There was no thought of stopping it. No negatives. It was worth it.”
The program was definitely a win-win for both fifth graders and kindergarteners. Davidson said, “The fifth graders had to practice by reading over the book several times before they read it to the kindergartners each week. This increased the amount of reading they were doing during the week plus kindergartners got their prizes from the (AR) store.”
The success of the Big/Little Buddy program is evident in the longevity it has seen. Besides this, when you talk to junior high students, senior high students, and graduates of Holyoke High School, they vividly remember their Little Buddy or Big Buddy. Many telling about the books they read or seeing their buddy outside of the elementary school.
Ninth grader Emersyn Goldenstein reflected on her experience when she was a Little Buddy: “When I was in kindergarten and a Little Buddy, I looked forward to having my Big Buddy, Isaac Strauss, always read books to me. My favorite part was seeing the older kids and unfamiliar faces that we wouldn’t normally see on our side of the elementary school. I remember that my Big Buddy made me an original book on spaghetti and he read it to me. I thought it was the coolest thing ever!”
Goldenstein’s Big Buddy, Strauss, now a sophomore at Oklahoma State University, responded to Goldenstein’s memories: “Oh my gosh, this is so cool! I do remember trying to make my drawings nice enough so Emy would know what they were. My favorite part of the program was feeling like you played a part in teaching your Little Buddy how to read. It was a highlight of my week picking out a book and reading to Emy. It was so cool watching how much a student can grow in one semester. Like Emy said, the Big/Little program creates lasting connections between buddies! Whenever I see things with Emy’s name, I think of how she was when I was her Big Buddy.”
Regarding being a Big Buddy in fifth grade, Goldenstein reflected, “It was different being a Big Buddy because our Little Buddies looked up to us. Once it was me going to give my Big Buddy a hug and now I was the Big Buddy receiving the hug. We had the responsibility to not only be a good influence but to look out for our Little Buddies. I had two Little Buddies - Jade Huffman and Paige Jaeger. I read them a lot of books when I was their Big Buddy, but the book I remember reading most was If You Give A Mouse A Cookie. They loved it!”
Goldenstein continued, “We knew from our fifth grade teachers that it was important to make sure the kindergartners understood these books we read to them, because we were instructed to pick out a book that was age appropriate and also (reading) level appropriate for our buddies. If our buddies had any questions on what a word meant we would simply explain the word and see if they had any more questions. I asked them what their favorite part of the book was and if they liked the book so I could get an understanding of what book to get my buddies next time.”
Goldenstein also recalls the excitement of getting to go to Pumpkins and More Farm with her Little Buddies on a field trip. They rode the bus out there together and picked out pumpkins from the pumpkin patch. A cherished memory indeed for all involved.
A change in the current Big/Little Buddy Reading Program is that the school district does not use the AR program anymore. Even though the books are still read to the kindergartners, the fifth graders can create their own questions to test oral comprehension. The program has been extended in other ways, but the excitement of fifth graders and kindergartners is still the same. They love getting to meet together, read books, and get to know each other.
The connection between buddies can pop up at random times. At a recent volleyball game, I overheard an elementary student shout out, “That was my Big Buddy,” as a student walked up the bleachers. The junior high student in response, stopped and the two waved eagerly to each other.
Regarding the Big/Little Buddy Reading Program, current HES principal, Andrea Kammer, shared, “The program has helped every student who has been read to or who has done the reading. Our students look forward to the time when they get to be the Big Buddy because they remember how neat it was to be the Little Buddy. My own child was invited to his Big Buddy’s graduation last year and we had to go because he wanted to congratulate her on finishing high school. Excitement and memories were shared when Ben brought the book she made for him during her time as his Big Buddy.”
Current HES Kindergarten teacher Cynthia Bahler stated, “When I started teaching here ten years ago the Big/Little Buddies already existed. The point of this program, from my standpoint, is to benefit ALL and encourage reading. Kinder kids get to have someone to themselves, someone who will read to them and help them with things they may struggle with in kindergarten. Big kids get to practice reading, something few take time for, and in turn they have someone who thinks they walk on water.”
Being read to at any age is beneficial in developing literacy skills. Research by the Association for Supervision and Curriculum Development (ASCD), widely-known in development of highly effective learning systems for educators, emphasizes the importance of reading aloud to all age levels and supports what HES is doing with the Big/Little Reading Program: “Read alouds support all areas of literacy development, exposing students to new words and grammar, increasing students’ interest in reading and writing, and expanding skills like phonological awareness (Lennox, 2013).”
Bahler explained how the Big/Little Buddies has expanded in 25 plus years, “Besides reading skills, other skills that are taught through the program include social skills: respect, listening, asking questions, grit, taking feedback and applying it, and cooperation. Academics taught are reading in one's native language and practice towards reading and understanding English.”
According to Bahler, these academic skills also include the following:
letters and letter sounds
upper and lowercase letter recognition
author and illustrator
parts of a book
sight word recognition
writing name on the lines
memorizing phone number and address if able
problem-solving
story setting
main characters
tracking words in a story
identifying numbers 0-10
days of the week
months of the year
writing letters and words on paper with lines
An article written in 2020 by Reading Pals talks about Cross Age Grouping supporting this type of program: “The National Literacy Trust reported that a paired reading scheme involves one pupil (the tutor) supporting another pupil (the tutee) with their reading . . . This is often referred to as cross-age tutoring.” This is exactly what the Big/Little Reading Program has evolved into.
Reading Pals also reported: “In September 2011, the University of Durham published the results of the largest ever trial of peer tutoring in reading with primary school aged children. ‘The impact of the scheme was convincing. Below we have summarized the potential benefits of a well-run paired reading scheme for the tutees, tutors and for the school itself:
Benefits for the tutee (kindergartener)
• Improved reading attainment – decoding and comprehension of words and text
• Increased confidence and enjoyment of reading
• Improved attitudes to reading for pleasure and increased amount of reading
outside of school
• Interaction with a positive peer role model – learning from their positive behavior
• Personal 1-to-1 attention, allowing them to work at their own pace
• Increased sense of belonging in the school community
Benefits for the tutor (5th grader)
• Development of interpersonal skills through experiencing a deeper sense of
responsibility, dedication and pride in being able to help a peer
• Improved speaking and listening skills through asking meaningful questions and
active listening
• Improved attitudes to reading for pleasure and increased amount of reading
outside of school
• Increased sense of belonging in the school community
Benefits for the school
• Improvement in attainment of under-performing pupils in English/reading
• Cost effective
• An effective supplement to high-quality teaching
• Improved school community cohesion – pupils in different year groups getting to
know and supporting each other.’
The teachers at HES have grown this program over the years because they intuitively knew it was good for their students. They weren’t intentionally following research or an already established program at another school, they created their very own program with what they knew to be good practices. They worked together to continue and adapt this program every year because they saw the improvement of their readers and saw their excitement for reading. They collaboratively made adjustments to it, as they saw fit, but always encouraged ALL students to Read! Read! Read!
This year, the week the fifth graders were to meet their Little Buddies for the first time, they were so excited that was all they could talk about in Technology/Library class so the next time they came to the Library they got to check out books. Students try to check out books that will interest their Little Buddy. Since they had just met and visited with their Little Buddies, the fifth graders eagerly sought out the perfect book.
Seeing the responsibility the fifth graders took in selecting a book was impressive. Most fifth graders have one Little Buddy, but depending on the numbers in each class, sometimes they have to double up so picking an appropriate book can be challenging.
This year a unique situation happened. On the first day of reading their book, when the two grades got to the cafeteria to meet up, Little Buddy Luna Hall and Big Buddy Harper Sprague realized they were both celebrating birthdays. What a joyous day for the two of them! Because of this program, the two will always have a special bond.
Jozlynn Schell, who was new to HES in fourth grade, had not heard of the Big/Little Buddy program and thought it was cool. As a fifth grader this year, her Little Buddy is Anastazia Sampson. They are reading Hello Kitty books which Ana loves.
When asked if the Big/Little Buddy Reading Program is a success after 28 or 29 years, fifth grade teacher Jo Goss said, “Yes! The Big Buddies love reading to the Little Buddies. They choose books that they feel will interest the Little Buddy. Some read books in Spanish. They read the book twice and discuss the book parts, cover, author, illustrator, and spine. They have the Little Buddy recognize the letter and repeat what sound that letter makes, and do the jolly phonics motion. They progress to having the young student find sight words on the page and write them on their paper. They work on social skills of communicating, getting to know each other, introductions, and speaking skills. Of course they cover reading skills and some kids do English as a Second Language (ESL) things as well.”
Hearing those words from Goss demonstrates the excitement of teachers too. The Big/Little Buddies Reading Program has been beneficial for fifth graders, kindergartners and teachers too. Kudos to the teachers and administrators who have supported this program over the years. From the initial implementation by Mary Kay Davidson to all those teachers in between, until now with Goss, Mrs. Tharp, Bahler and Mrs. Gales, they all deserve a high five and a thank you!
The intuitiveness of a teacher over 25 years ago has proven the test of time with the Big Buddy and Little Buddy Reading Program at HES. Current research even supports the benefits of cross grade groupings and reading out loud to students. The biggest impact at Holyoke Elementary is that this program gets kids reading and they are excited about it! Added bonuses are the heartwarming connections with current and former buddies as well as the lifelong memories our students have made. LET’S KEEP THIS READING TRADITION GOING.
(From the Author: Read! Read! Read! Whether at school, home, or somewhere else, reading out loud to children is important. Please read to your children, grandchildren, nieces/nephews, neighborhood kids, Sunday school classes, 4-H clubs, athletic teams, etc. In turn, have them read to you.)