A Study into the Effects of Cross-Age Tutoring on First Grade Students’ Attitudes towards Reading

Abstract

The purpose of this study was to determine whether or not a cross-age reading program between first and fifth grade students would positively affect first grade students attitude toward reading. A sample population of two first grade students was drawn from one first grade inclusion class in a middle income, suburban school district. An A-B-A-B single subject design was used in the study. Student attitude toward reading was evaluated by using the Elementary Reading Attitude Survey for four weeks. The results of the surveys were graphed and analyzed. The results of this study suggest that the treatment of cross-age tutoring did positively influence attitudes toward reading for the two first grade children.