An action research project describes a cross-age tutoring program to help increase the reading achievement of targeted second graders. The targeted population consisted of second and fifth graders in a middle class suburban community west of a large midwestern city. The problems of poor word attack skills and reading comprehension were documented by poor reading test scores and teachers' surveys. Probable causes as indicated by teachers' surveys include concerns related to large class size, which limits the attention teachers can give to oral reading and verbal rephrasing. Based on a review of solution strategies by knowledgeable others, combined with an analysis of the problem setting, resulted in the formation of a cross-age tutoring program that focused on one-to-one tutoring. Using the program, the targeted group received more individual attention in the areas of phonics, read alouds, and verbal interaction. The intervention of one-to-one cross-age tutoring using the strategies of promoting, predicting, repeated readings, and verbalizing was successful as evidenced by assessments, surveys, and teacher observations. (Contains 43 references and 5 tables of data; appendixes contain survey instruments, letters to parents, and lesson plans.) (Author/RS)