Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions. Cross-age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost-effective solution that brings academic and social benefits to both the tutor and the…

Describes several shared reading activities that pair up older and younger elementary level students. (MM)

Describes a cross age tutoring program which improves the reading skills of all students involved and makes the learning process more humanistic. (RB)

Argues that peer-assisted learning is a good option for teachers concerned with providing as much individual help as possible to their students. Describes one such peer tutoring program. (FL)

Describes several activities to maintain first graders' enthusiasm for reading, such as paired reading with third grade and kindergarten students, and other reading aloud activities outside the reading group. (MM)

Describes how book buddies activities enable both tutors and tutees to reach new heights in their literacy abilities. Describes how teachers can significantly increase these benefits by incorporating record-keeping and writing activities. Offers examples of book buddy journals, reflection forms, reading records, strategies checklists, question…

Reviews ERIC materials dealing with effective tutoring programs. (FL)

Reviews several programs using students as tutors of younger students. Also lists sources of materials for use in such programs. (TO)

Describes a cross-age tutoring program between middle school and kindergarten and second grade students. (MG)

Describes how fifth grade students can help first graders develop their language skills and also teach other fifth graders how to tutor. Provides a list of picture books for use in the program. (FL)

Responds to an article in the April 1998 issue of this journal. Shares evidence about the effectiveness of peer tutoring. Discusses literacy tutoring of K-3 emergent readers by volunteers. Explains why tutoring is not teaching, and offers a model for successful tutoring practices. (SR)

Replies to an article in the same issue of this journal, which responded to this author's earlier article. Elaborates two fundamental points of disagreement (the definition of tutoring and the characteristics of the children being tutored). (SR)

Notes that researchers have generated multiple theories as to why students learn to read better when they tutor others. Surveys several options, then concludes that the answer may lie in the amount of time spent on task in tutoring. (FL)

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)