The learning stations described in this article prepare older elementary students to tutor younger ones. Skill and presentation practice are combined to help tutors learn to develop materials and lessons and to serve as good models. For a companion article by Fairleigh, see pages 46-48 of this issue. (SJL)

A third grade teacher followed the development of a peer tutoring program involving third- and fifth-grade study partners. The cross-age tutors included students representing diverse learning styles and academic achievement. Students were matched by personality. Cross-age tutoring was judged to be good for all the students. (SM)

Describes a study that examined the effects of a cross-age tutoring program on computer literacy learning of second graders. Related literature is reviewed; the training program that used fourth graders to tutor the second graders is explained; and implications for future research is suggested. (Author/LRW)

Describes a cross-age reading program used to refine and extend the whole language and process writing goals that are part of the school curriculum plan. Discusses the observation of students and evaluation strategies. (MG)

This study examined the effects of a cross-age peer-tutoring program on the social skills of two sixth-grade and two socially rejected and isolated kindergarten boys. Peer tutoring consisted of the older boys conducting social-skills training with their younger tutees. The frequency of positive social interactions increased for all four boys, with…

Offers an overview of research on cross-age tutoring. Describes a successful cross-age tutoring program pairing 7th-grade with 3rd-grade students. Offers guidelines for developing a successful cross-age tutoring program. (SR)

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…

The literature concerning tutoring in the elementary schools was surveyed and evaluated to determine the relative effectiveness of two types of programs--peer and cross-age tutoring. Studies involving each type of program were analyzed separately and effectiveness was judged by the gains in reading achievement experienced by both tutors and…

The purpose of this study was to analyze the verbal interactions of children assigned to multiage classrooms. Specifically, the study investigated whether children of a particular age group interact with other children across age groups and the types of interactions each age group display. It also investigated student-to-teacher interactions and…

This study investigated the effects of a cross-age tutorial experience on the self-esteem of the tutors and the reading achievement of the pupils. Ninety-two fifth-grade males selected from four parochial schools in Nassau County, New York, were tested on a self-esteem inventory. Those scoring lowest were randomly assigned to tutoring groups and…

This study examined the effects of a cross-age training program on the interpersonal conceptions of the students serving as trainers. A total of 24 sixth graders participated in the study, 12 in the training group and 12 in the control group which received no training. The training group met twice a week, once to lead dilemma discussion groups…

This practicum was designed to increase the literacy skills of first-grade students. Students were to improve their reading strategies necessary for success in reading through support from their families and through the use of cross-age reading tutors. A cadre of parent volunteers who presented four parent and child workshops focusing on early…

Examines the cross-age peer tutoring process from two perspectives--descriptive analysis of verbal interactions, and documentation of academic and attitudinal progress. Particular attention is given to how the peer tutoring process (a) affects friendship and a give-and-take attitude between the tutor and the tutee and (b) serves as a motivating…

Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)