To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program…

The positive effect of early intervention upon the reading abilities of struggling students has been well documented by research. Unfortunately, the current economic situation has eliminated the positions of many interventionists serving in school districts across the country. Cross-age tutoring has been implemented in many places as a replacement…

Investigated changes in the helping relationship between eighth- and first-grade students during a semester-long cross-age tutoring project. Results are reported for eight categories of behavioral interaction: on task, prompting and guiding, praise and encouragement, adjusting to the child's needs, managing behavior problems, allowing autonomous…

The essential value of this program is not only the attainment of increased reading skills for both tutors and tutees, but the positive social and emotional benefits which it offers. (Author)

Sixty-six first graders who needed individual help in sight word instruction were equally divided into the experimental group and the control group. The experimental group received extra tutoring on sight word vocabulary while the control group had only classroom instruction. The tutors, 33 fifth graders identified as low achievers in reading,…

Describes a study to determine the effect on student achievement of a cross-age tutoring program which was substituted for a traditional reading program. (JM)

Cross-age and peer-tutoring projects are innovative approaches which both harness untapped school resources and provide opportunities for children to help one another. In order to implement effective tutoring programs, there is a need to delineate precise tutoring behaviors employed, as well as the requisite behaviors of supervisors. A multiple…

The effects of an intergrade tutoring experience on the self-concepts of 93 fifth-grade students who tutored 31 first-grade students in the attainment of sight words are described. The study tested and analyzed the hypothesis that there will be no significant difference in the posttest semantic differential mean scores among groups on the concept…

Describes the Reading Buddies program in which high school students tutor first graders at risk of failure in reading while receiving training provided by university professors. (SR)

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…

A tutoring guide prescribing procedures for teaching naming and sounding of letters and decoding of nonsense words was developed. A sample group of kindergarten and first graders was randomly assigned to experimental and control groups. The tutoring guide was distributed to chosen tutors (parents and high-school students). The tutors met with the…

Open classroom systems frequently use peer tutoring techniques as a means of individualizing instruction. This study investigated the effects of three variables on tutor and tutee performance: (1) the achievement level of the tutor; (2) brief tutor training in reinforcement and corrective feedback procedures; and (3) tutor expectancy about tutee…

An adolescent with moderate mental disabilities tutored a seven year old in arithmetic. The peer tutoring program increased the mathematics performance of the first grader, successfully integrated the adolescent into a more typical classroom environment, improved the accuracy of the tutor's mathematics performance, and resulted in changes in…

A study determined if cross-age pairing of first-grade and sixth-grade students would have an effect on writing achievement. For 6 weeks, one group of beginning first-grade writers was paired with more able sixth-grade developing writers, while another group of beginning first-grade writers and sixth-grade developing writers was not cross-age…