An action research project focused on how a child's academic achievement is affected by his or her chronological age. The population consisted of kindergarten and third-grade students in a growing middle class community within a southwest suburb of Chicago, Illinois. Evidence for the existence of this problem was gathered from teacher surveys, standardized tests, district placement cards, reading tests, and teacher observations. Research indicated that younger children in a classroom had lower reading achievement. Literature suggested that children who are young for their grade demonstrate some academic and social difficulties. Some areas of concern were lower scores on standardized tests, lower self-esteem, and a lack of appropriate social behaviors. A review of solution strategies suggested by knowledgeable others resulted in the selection of the following intervention: a shared reading/writing activity where an older student was paired with a younger student within the same classroom. The intention was to improve the reading abilities of the younger students, increase their opportunity to read orally, and foster an interest in reading. (Contains 16 references and 6 tables of data. Appendixes contain survey instruments, consent letters, 2 forms of the Stanford Diagnostic Reading Test, a reading readiness instrument, and dialog journal forms.) (Author/RS)