Adult Volunteer Reading Course

Executive Summary

This project was a collaborative initiative between a UK and UAE school, aimed at enhancing literacy support for children through the training of adult volunteers. As the lead designer, developer, and maintainer, I was responsible for every stage of the course’s creation. The primary goal was to equip adult learners with the skills and confidence needed to support young readers effectively and consistently. The course focused on developing volunteer competence in technical reading skills, reading aloud with engagement, using questioning techniques to support comprehension, and delivering meaningful feedback.

Challenge

Both schools faced ongoing difficulties with inconsistent impact from adult literacy volunteers and high attrition year on year. While volunteers were well-intentioned, many lacked the tools and knowledge to support students effectively, especially those struggling with reading fluency, comprehension, and confidence. The schools needed a scalable, practical training solution that could improve volunteer effectiveness and encourage their long-term commitment.

Solution

Internal surveys showed 97 percent of teachers supported volunteer reading assistance, but 63 percent raised concerns about added teacher workload. In parallel, external research highlighted the importance of systematic phonics and guided reading strategies for struggling readers. These insights directly shaped the course design.

The solution combined an eLearning module with an instructor-led training (ILT) session. The eLearning course used scenario-based learning, quizzes, and sorting tasks to present realistic classroom situations and support decision-making and problem-solving. It also included downloadable resources for easy application. The follow-up ILT session allowed volunteers to practise their new skills in a supportive, real-world setting. Activities included games and interactive techniques that volunteers could replicate with children during reading sessions.

Results

Learners responded positively to the course, noting its clarity, concise structure, and the ability to revisit key concepts as needed. One section was flagged for improvement due to unclear alignment between images and text; this feedback led to restructuring that enhanced usability. Since implementation, the course has been adopted by three additional schools, with early data indicating increased volunteer retention and a steady upward trend in student reading age scores across participating schools.