WHEN TO BEGIN THE SEARCH

It is to your advantage to always be on the lookout for good readers. Should the reader you currently employ become ill or overworked, a list of possible readers for backup would be helpful. A good time to start looking for readers is a few days after registration when many people begin looking for employment. If the needed readers are not secured at this time, it is often possible shortly after classes begin to locate volunteers willing to read until readers have been hired.

WHERE TO LOOK FOR READERS

Do not overlook anywhere or anyone. Readers can often be discovered in your class. Pay attention when someone volunteers to read in class. Many times these are the students with good oral skills who enjoy reading. Asking the instructor to make an announcement or pass around a sign-up sheet will aid in the process of finding the best reader. The most likely targets for your search are persons who live in the same residence or belong to the same clubs as you. Most prospective readers have never thought of becoming a reader and all they need is to be asked.

SCREENING FOR GOOD READERS

Screen students by asking them to read a few passages aloud from a text. They should read clearly and accurately, without unusual pauses or stumbling over words.

NUMBER OF READERS

The number of readers you will need is based solely on the amount of material, which must be transferred onto tape or read aloud. This number will vary from semester to semester. It is essential that you never minimize the amount of work that you need to accomplish in a semester. Listing your needs in detail is the best policy so you can be sure nothing is overlooked. The more accurate the picture you paint of your needs to your readers, the easier it is for them to understand their responsibilities.

YOUR OBLIGATION TO THE READER

1. Equipment: It is your responsibility to supply tapes to your readers. One hundred twenty-minute tapes will produce the most efficient use of space.
   *You can borrow recorders from the office of Disability Services as they are available. In the event this is not an option, you will need to provide your own recorder.
2. Meet with the reader. Be sure to be on time; the reader is giving you a special service and cannot be expected to put aside all of his/her academic responsibilities for your untimeliness.

GUIDELINES FOR GOOD READING

1. Require that your readers always use electrical power because batteries distort sound as they lose power and the tape speed begins to slow.
2. What to read/omit—When you give the reader new material, you should let the reader know:
   • What parts you want read.
   • Whether to include charts, maps, footnotes, etc.
   • Whether to include page numbers.
3. Deadlines—Set specific deadlines and insist they are adhered to. In setting the deadlines make certain you leave yourself ample time to read and fully understand the text. Setting deadlines will insure that the work is completed on time.
4. Special projects—Make sure you keep your readers advised of any special upcoming projects so they have ample time to prepare. Do not spring it on them at the last minute.

TO THE READER

SETTING GUIDELINES

1. The reader should be allowed to read at the pace at which he/she feels most comfortable.
2. Plan ahead and make sure you have all materials at hand in order to minimize interruptions.
3. Selecting the proper location to do your reading is essential. The environment should be as free from distraction as possible. Try to avoid rooms that may cause an echo in the recorder, i.e., rooms with wood floors or walls.
4. Eliminate background noises by clearing away any unneeded papers, removing the jacket of the book, and avoiding any fans or heaters.
5. Use the microphone properly; set it at a distance that is most comfortable and try not to move it around. The sound level is key to each recording and should be maintained at a constant audible level.
6. Read naturally, adding inflections in appropriate places. Do not try to read as a professional—this may cause you to over-enunciate and lose the listener.
7. Familiarize yourself with the reading before you turn on the tape recorder. This is essential in that it allows you to have an easy, flowing “conversation” with the tape recorder.

HOW TO READ/THE MECHANICS

1. Volume Control-Set the volume at about one half of the maximum. Read a few sentences and then play it back to check the volume.
   Eliminate as many clicks as possible. Press the pause button when you need to discontinue reading for any reason.
2. Mistakes: There is no such thing as an unimportant mistake. The listener is depending on you and needs the recording to be accurate.
3. Correcting mistakes is the most important service you can provide the listener. When correcting the error, rewind the tape to a point at which there is a natural break and begin from that point. Correcting mistakes takes a little practice so do not feel frustrated if it does not always work the first time.
4. Spelling: At times it is necessary to spell words you are not able to pronounce. Spell the word out slowly and clearly to make sure the listener can comprehend it. Technical words and most bolded material should be spelled out.
5. Page numbers: Unless the individual specifically asks for their omission, it is necessary that page numbers be read. This is the listener’s only line of reference.
6. References/Footnotes: When you come to the beginning of the footnote, say “Note” and at the end say “Endnote.”
7. Pacing: Do not record for the first ten seconds of the tape, as this is a leader and will not record. Take adequate breaks to avoid voice strain.
8. Pause at points where the listener may need to absorb the information that was previously given. Pause after each section, then announce that you are about to move on to a new section.
   Label each tape by announcing at the beginning of the tape the page numbers, book title, and the author who is included on the tape.

WHAT TO READ

It is essential you include everything. The individual for who you are reading needs to be able to listen to and understand all the material in order to complete the learning process. Unless specifically instructed to omit something, include everything.

THE READER

• Purpose—To provide the student with information needed for classes and daily living.
• Job Description—To take printed material and turn it into a comprehensible format for the student with the disability. The key is to allow the student the opportunity to comprehend the material as if he or she was reading it. All material should be explained in great detail.
• Responsibilities—The reader should always keep in mind that the person you are reading for has the final say as to how the material is to be read. The reader should always feel free to offer suggestions, but in the end the person you are reading for has the final say.

OBLIGATIONS

Establish at the first interview the maximum number of hours a week you are willing to work. Then meet all agreed upon deadlines. You have the right to turn down requests but just remember to tell the person as soon as possible so he/she has an opportunity to find someone else.

READING FOR A TEST

Be careful not to signal the correct answer with unusual voice inflections. This is especially important on multiple choice exams.