Conclusions of research into pupil tutoring are presented and seven areas requiring attention from those interested in the tutorial process are considered. (MS)

To compare the effects of three tutorial reading programs, 53 elementary-aged disabled readers were assigned to hypothesis/test (H/T) instruction, oral reading (OR) practice, or word recognition (WR) training--or to a small-group H/T control. (Author)

This is a first-year report of an attempt to create a tutorial community in an elementary school. The goal is a learning community of students, parents, teachers, administrators, and researchers who are expected to work together in planning and conducting instruction. The students will hopefully develop a capacity for self-directed study and…

The Pause, Prompt, and Praise method of tutor training has been used successfully to train older children and parents to provide remedial reading instruction. Tips for putting together a cross-age tutoring program are given. (MT)

Finds that the effectiveness of the "Pause, Prompt, and Praise" procedure varied according to the method of analysis used: subjective interpretation of gain scores indicated that the procedure was the most effective treatment for both tutees and tutors; the ANOVA indicated that the tutoring experience was effective; whereas the more rigorous…

Described are the development and evolution of a program using hospitalized emotionally disturbed adolescents as tutors for hospitalized elementary students. Noted is the program's beginning when one adolescent worked with a recreation staff member in the elementary program. Reviewed are such program aspects as tutor and tutee selection and…

The subject of this booklet is cross-age helping. It begins with a discussion of what cross-age helping is and why it is effective. Cross-age helping is described as a program where children teach or help other children. The older children help the younger children learn what the younger children want to know, and the younger children help the…

Part of an eight article review of "Student Involvement .

Reviews research that confirms the author's beliefs that cross-age tutoring programs are very successful programs. Identifies three major components in successful cross-age tutoring programs: (1) planning the tutoring program; (2) training for the tutors in interpersonal skills, management skills, and content skills; and (3) tutoring techniques…

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…

A 5-week cross-age tutoring program involved 14 11-year-olds and 13 7-year-olds. Measures of self-esteem and analysis of verbal interactions indicated that tutors gained in self-concept and self-esteem, tutees in self-esteem. Verbal interactions showed significant increases in use of math words, strategic dialog, and praise. (Contains 61…

Describes a cross-age literacy program involving first- and fourth-grade students. Discusses tutorial activities, subject-matter acquisition activities, reading and creative dramatics activities, and writing and book making activities. Notes that the motivation, enthusiasm, and practice the program provided was more than expected. (RS)

This study investigated the effectiveness of a cross-age (25 high school tutors and 6 elementary aged tutees) 6-week tutoring program. Findings indicated that all tutees acquired new sight vocabulary words after tutoring, were able to read the words in sentences, and maintained the learning four months later. (DB)

Summarizes 3 documents and 12 journal articles that discuss programs and classroom efforts in which older students tutor younger children. The programs address literacy and academic subjects including reading, writing, science, and math. (BC)

A field test of "Guiding Older Children As Tutors," one of the four motivational-instructional procedures of Individually Guided Motivation (IGM), was used in two Milwaukee, Wisconsin schools. A total of 34 tutees, 22 tutors, and 24 adults participated in the field test during the 1972-73 school year. The field test objectives sought an increase…