Cross-age peer mentoring programs, in which teenagers mentor younger children, have proliferated in recent years, yet there is disagreement about the effectiveness of such programs. This study tested whether teen mentors' attitudes about children interact with their mentees' characteristics to moderate outcomes of cross-age peer mentoring. The…

Reports a program, a modification of the "paired-reading" technique of Morgan and Lyon, which involved both concurrent modeling of correct reading and praise for reading independently by peer tutors. (Author/NH)

A qualitative study of 14 adolescents teaching younger children identified 10 elements of program success: dedicated adult supporters, active recruitment, strong curriculum, initial training, ongoing training and support, attention to details, recognition and reward, team building, ensuring success experiences, and feedback and evaluation. (SK)

Using a series of alternating sort/recall trials, this study explored whether elementary school children's experience with categorically related items would facilitate their subsequent organization and recall of low-associated items. (Author/DR)

Compared cross-age and peer tutoring interventions conducted within special education settings. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students tutored younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited…

Investigated the relationship between peer-tutoring interactions of dyads and experience in a reciprocal peer tutoring (RPT) program in mathematics. Analysis of 40 at-risk fourth- and fifth-grade students indicates that RPT participants displayed significantly higher rates of mathematics achievement, social acceptance, and other favorable measures…

A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was replicated in an urban public school district. Results showed that both tutors and tutees improved on academic and social measures of school performance.…

Path analysis examined effects of tutor-tutee ethnic similarity (ES), tutor expertise, and perceived goal attainment (PGA) on the satisfaction of 425 college student tutors of disadvantaged elementary school students. The major influence on satisfaction was tutors' PGA; ES had an indirect impact and expertise had direct and indirect effects. (SLD)