Describes a cross-age reading and writing program in which sixth-grade students (all average and low-average readers) were paired with kindergarten children to read and write collaboratively on a regular basis. Finds evidence from the students themselves, their parents, the teachers, and the school librarian showing how students' attitudes toward…

A study described the amount of usage and structure of cross-age reading tutoring programs. A survey was sent to 68 schools in northwest Ohio to determine percentage and ranges of usage. Results indicated that less than 22% of the 42 elementary schools that responded to the survey used a cross-age tutoring program. Of the programs in place, less…

A study was designed to examine the effectiveness of repeated reading in fluency and comprehension. A cross-age reading program was used to give students a purpose for rereading material. The children in a second-grade classroom in a private school in suburban New Jersey were randomly assigned to two sample groups. The experimental group read to a…

A tutorial program which used students as tutors was conducted in the Seattle Public Schools during the 1971-72 school year as part of an ESEA Title I project. Called "Students Helping Students," the program used 40 seventh and eighth graders as tutors in reading, mathematics, and language for about 80 first through fourth graders.…

Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)

A meta-analysis of 20 studies (1975-1995) indicated positive effects for alternative grouping formats for teaching reading to students with disabilities compared to whole-class instruction, particularly for student pairing. In addition, analyses indicated that outcomes for students involved in cross-age tutoring varied significantly by students'…

Describes how wordless books can help struggling and reluctant readers of all ages, linguistically and culturally different readers, and in cross-age tutoring programs. Discusses the teacher's role in using wordless books. Argues that, because of their visual appeal and lack of words, these books ensure successful reading experiences because they…

Uses excerpts from children's conversations to illustrate talk that occurs in three regular contexts in which struggling readers can work: weekly visits to a day care center where they read to younger children, daily partner reading, and daily inquiry project time. Suggests ways to promote talk in each context that will empower these learners. (SR)

Describes strategies one elementary school used to improve the reading and writing skills of a group of low-performing second-grade students, including scaffolding, modeling, needs-based instruction, book-rich environment, cross-age reading, books shared with family members, and student motivation. (PKP)

Elementary students who have fallen behind their instructional group in reading can increase their rate of acquisition of reading skills through increased "time on task" (the time a learner actually spends attending to the learning task). In a six-month research project, subject students were pretested for reading ability, then grouped under three…

This study evaluated a cross-age peer tutoring intervention using four low-achieving grade-four students as tutors and three grade-three students reading at grade level. Tutors and tutees all improved their sight word performance substantially. All participants reported they liked the program and tutors also improved in self-concept. (DB)

Describes a cooperative cross-grade project in which third and eighth grade children share and discuss picture books. Relates how friendships between older and younger students formed as they talked about books, recorded their ideas and reactions in response journals, and worked cooperatively to create extension projects. (SR)

Describes a cross-age tutoring program that provides benefits to both the university student athletes who serve as tutors and the elementary school students with whom they work. Gives reasons for the success of the program, as well as evidence of the success. (MG)

Describes the implementation and evaluation of a cross-age tutoring program in which 21 struggling seventh-grade readers tutored third-graders, based on strategies and preparation they learned in their own Strategic Reading class. Notes that reading skills and enjoyment of these seventh-grade students were significantly expanded. Discusses factors…

Teaching thinking skills has been characterised by the teacher-directed "embedded", "infusion" and "bolt-on" approaches, for which outcomes have been mixed. Peer tutoring in thinking skills offers a fourth way of wide applicability. This study evaluated such a method (Paired Thinking) in a high school setting. A…