The first step is to find Reader Leaders who are willing and available to visit your class. Because of my connections with various groups that traditionally volunteer to help the international and refugee students at my university, such as students of Intercultural Communications, Peer Tutors in our campus Learning Center, as well as community members from all walks of life in our Community Host program, I was able to put together an email list to send a basic description of my proposal and the date of the first Reader Leader Session. I received many responses, but only two volunteers could come to the first session; one of the volunteers came to all four sessions, and two others came 1-3 times. I sent out an invitation to my list for each session one week beforehand.
As mentioned above, the readings should be keyed to class content and should be short enough to read and discuss in detail in group discussion (about 3-5 paragraphs or so). Copies will need to be made before class, a copy of each reading for each student and Reader Leaders. If possible, give the Reader Leaders a copy of the reading they will focus on a few days in advance, explaining that their role is to read the text aloud (slowly and expressively) and to discuss it with the students both during and after the reading. If they are very interested in other readings, you can give them all of the readings for their information, marking the one you would like them to work on with students.
For homework before the Reader Leader session, ask students to read and annotate readings for key points and to mark passages and words that they found interesting or difficult. At this point, before they read, it is also a good idea to preview the readings in class for the students, discussing the topic, background, and any overarching concepts that are helpful to know about the topic.
When the Reader Leaders arrive, introduce each one to the class and have students introduce themselves to each of the Reader Leaders as they visit their group during the session. With three Reader Leaders (each leading 5-7 students), the each group will have 20-25 minutes to read and discuss their reading. Volunteers are encouraged to read at least one paragraph before stopping to ask students for their questions or ideas about the passage.
The Reader Leader, after reading and discussing the first paragraph with students, may ask if there is anyone in the group who would like to read the next paragraph aloud; however, it is critical that no one feel pressured to read and that the Reader Leader "go with the flow" and desires of the students when it comes to reading aloud. I have been in groups where everyone read and in other groups where no one wanted to read. You may want to ask students about their feelings about reading aloud in a "get to know you" one-on-one conference at the beginning of the semester.
The instructor should keep track of time. When the time limit is up, the Reader Leaders rotate to the next group to read the same excerpt with another group, and then the next.
For followup, students can write a journal entry or note to one of the Reader Leaders describing what they learned and got out of the Session, which the instructor can share with the Reader Leader, since it will likely be good incentive to return to the class.