Reading Buddies: The Mutual Joy of Seniors Listening to Schoolchildren Read

A good reading-buddy session is less about getting through pages than giving a child attentive, unhurried time with a book.

What a reading buddy can offer

A reading buddy is a volunteer who shares books with a pupil in a school-organised setting. The adult may listen while a child reads aloud, take turns reading, or read a passage aloud so the child can follow. The teacher remains responsible for instruction and the school sets the arrangements; a volunteer is a supportive partner, not a substitute teacher or a private tutor working independently.

Reading practice can include more than sounding out words. Fluency involves recognising words accurately and with increasing ease while also making sense of them. The Education Endowment Foundation describes guided oral reading and repeated reading as strategies used to practise fluency. That does not mean every child should be hurried, timed, or asked to repeat a passage until it feels like a test. A calm adult can make space for a pupil to try, notice meaning, and enjoy a story. EEF guidance on fluency

The encounter can also be companionable for the volunteer: there is a shared task, a story to discuss, and a chance to be present in a school community. The experience will differ from person to person. It should not be described as a proven remedy for loneliness or as a guaranteed route to better reading. Programs vary in their training, format, and time commitment.

Before the first visit

Start with the school or an established reading program rather than arranging a meeting directly with a child. Ask who coordinates volunteers, what checks and induction are required, where sessions take place, and whom to contact with a concern. Follow that organisation’s procedures, including sign-in, supervision, confidentiality, and rules for communicating with pupils. In England, schools and colleges follow Department for Education safeguarding guidance; arrangements elsewhere differ, so use the relevant local school policy. Keeping children safe in education

Be realistic about availability. A regular visit can help a pupil know what to expect, but only promise a schedule you can maintain. Some programs use short, recurring sessions; for example, Bookmark describes 30-minute sessions and requires volunteers to complete training and safeguarding checks. That is one organisation’s model, not a universal standard. Ask the coordinator what the school actually needs and whether a shorter or occasional role is available. Bookmark volunteer information

Before meeting a pupil, clarify practical matters: which books or reading level the teacher has selected, whether the child is practising a particular skill, and what to do if a book feels too difficult or too easy. Ask about the school’s approach to reading corrections. Do not bring books, gifts, snacks, or personal contact details unless the coordinator has approved them.

A gentle shape for a session

A predictable rhythm can make a short visit feel settled without making it rigid. Begin by greeting the pupil and offering a simple choice from the books approved by the teacher. Looking at the cover, illustrations, or title together gives the child an easy way into the story. A question such as “What do you notice?” invites conversation without requiring a right answer.

Let the pupil choose whether to read first, listen first, or alternate, within the school’s plan. If a word causes difficulty, allow a little thinking time. Depending on the child’s instructions and confidence, a quiet prompt might be “Would you like to try that again?” or “Shall we look at the rest of the sentence?” Avoid taking over the page or correcting every small stumble. If the child is stuck, use the method the teacher has recommended; do not guess at an unfamiliar word or insist on a strategy that conflicts with classroom teaching.

Pause occasionally for meaning, not interrogation. You might ask what the child thinks a character may do next, what part was surprising, or which picture they would return to. Reading Rockets’ tutor guidance describes strategies such as previewing a text, asking open questions, making predictions, and checking understanding. A buddy can use these as friendly invitations, while allowing the child to pass or simply keep reading. Reading Rockets: tutoring for comprehension

End with a small positive observation about the reading itself: the child noticed an interesting detail, kept going through a tricky sentence, or chose a book they wanted to explore. Be specific and sincere rather than praising every line. Tell the pupil when the session is ending, return materials as directed, and share any practical observations with the teacher privately through the agreed channel. Do not promise the child you will return unless that is confirmed.

Keeping the child at ease

Children bring different strengths, reading histories, languages, and temperaments. Some may be eager to read aloud; others may prefer listening, taking turns, or talking about illustrations. Follow the child’s cues and the school’s plan. If a pupil is quiet, that is not an invitation to press for personal stories. The book can remain the focus, and silence can be comfortable.

Make the activity accessible in ways the school approves. A child who finds small print tiring may benefit from an available large-print book or a comfortable position. If hearing, vision, speech, attention, or language needs affect the session, ask the coordinator what adaptations are appropriate instead of improvising or drawing attention to the child. Offer choices discreetly. Never treat a reading session as a test of intelligence, a measure of family support, or a chance to compare pupils.

Boundaries, privacy, and concerns

Stay in the approved space and within the agreed supervision arrangements. Do not exchange personal phone numbers, social-media details, or private messages with a pupil, and do not photograph or identify children. Keep information about a pupil private; share only what the school’s policy requires through the designated staff member. Follow rules for any online session just as carefully as in-person arrangements.

If a child says something that worries you, listen calmly and do not promise secrecy or investigate. Follow the school’s safeguarding procedure promptly and tell the designated staff member. If you are unsure what to do, ask the coordinator. These boundaries protect children and volunteers and let everyone concentrate on the reading.

A small reflection after each visit

After the child has left, take a minute to note what worked: which book held their interest, whether the pace felt comfortable, and whether the teacher needs to know about a practical obstacle. Keep notes factual and within school rules; do not create a personal record of sensitive information. At the next session, ask the coordinator whether the same book or a new one is best.

A reading buddy does not need to perform, deliver a speech, or manufacture a special moment. The useful contribution is often ordinary: arrive as agreed, listen carefully, encourage without pressure, and respect the school’s boundaries. A child gets time with words and a willing listener; the volunteer gets the pleasure of sharing a story. The school supplies the structure that makes that simple exchange safe and purposeful.