TAMIU-LBV Literacy Partnership

The mission of the TAMIU-LBV Literacy Partnership guides the implementation of instructional practices that promotes literacy achievement. These practices are research-based, aligned with those used by local school districts, and approved by the Texas Education Agency. They also reinforce the Five Pillars of Reading established by the National Reading Panel -phonemic awareness, phonics, fluency, vocabulary and comprehension- to effectively meet the needs of struggling readers in our community.

Educators have known for many years that early literacy development is a lynchpin of overall educational success. As school leaders look closely at high school graduation rates, they see that reading on grade-level by third grade is critical for future academic success. A student who can read on grade level in third grade has FOUR TIMES better changes of graduating high school than a student who lags behind. When emerging readers grow up in poverty, the gap is even wider. Read more about the importance of reading for graduation from the Annie E. Casey Foundation.

The one-on-one tutoring services provided in participating centers are intervention sessions that supplements classroom teachers' instruction. The partnership tutors' dedication allows them to become a valuable component to the success of struggling readers.

Emergent Bilingual Students

• The intervention practices of the TAMIU-LBV Literacy Partnership are designed to integrate seamlessly within a school's bilingual education framework, without requiring tutors to speak a second language. The primary goal is to support English language literacy for K-3 students identified by schools as reading below grade level. Tutors enhance instruction by reinforcing new vocabulary and supporting students' linguistic needs. 
• Recognizing that Spanish language literacy is a valuable asset for local bilingual students, the Partnership also supports bilingualism. Currently, two Spanish Literacy Centers are in operation - one at Cuellar Elementary and another at Veterans Memorial Elementary- providing targeted support in Spanish literacy alongside English instruction. 

How are students selected to receive tutoring?

Participating students are identified by partner school's educational personnel. Teachers and reading interventionists use performance data to select students who meet the participating criteria and would benefit from this intervention model. It is precisely this collaboration that helps make Partnership interventions efficient and effective. Students are pulled out from class three to four times a week for intervention lessons and are coordinated closely with each of the participating campuses. On average, participating students’ literacy skills grow almost twice as quickly as that of students not served.

The Annie E. Casey Foundation: (2023). Early Warning Confirmed: A Research Update on Third Grade Reading. Baltimore, MD: Fiester, Leila. Retrieved from www​.aecf​.org