A study determined if a paired reading program had an effect on reading achievement and reading attitude of a selected group of 10 third graders. Student pairing was based on the results of a Student Attitude Survey which was one component of portfolio assessment. Within the survey, "at-risk" readers identified "more able" readers in the classroom. The "at-risk" and "more able" readers were paired as partners for a 16-week period, sharing and modeling reading strategies. The California Test of Basic Skills was used as a pre- and post-test to measure achievement. A pre- and post-attitude survey was administered to view changes in attitude toward reading. As for achievement, there were substantial gains for tutees. Results indicated that those tutees who entered third grade reading below grade level were reading at or above grade level. In two cases, posttest data showed evidence that tutees were reading at grade equivalents higher than that of their tutors. Results of the attitude survey reflect attitudes of the tutees to be more positive as a result of the program and very similar to that of their tutors. Findings suggest that a paired reading program is a manageable and effective classroom strategy that can be easily implemented to supplement varying teaching techniques. (Two tables and five figures of data are included; 41 references, the student attitude survey, a blank anecdotal record form, and a student-generated checklist are attached.) (Author/RS)