The purpose of this study was to determine if cross age peer tutoring of fifth grade and kindergarten students would have an effect on reading achievement. For eight weeks one group of fifth graders and kindergartners paired together four times a week, while the other group was not cross age paired. Both groups were given a Reading Interview Survey of attitudes towards reading before and after the project period. The fifth graders were given the Burns and Roe Informal Reading Interview as a pretest and posttest to test their reading achievement. The average gain of the paired group of fifth graders was significant when compared with those of the non-paired group of fifth graders. (Contains 22 references and 12 tables of data; appendixes contain survey instruments, word lists, and graded passages.) (Author/RS)