This paper examines a form of tutoring called cross-age tutoring. Unlike peer tutoring, where students of the same age are paired together for tutoring purposes, in cross-age tutoring, the tutor is older than the tutee. This paper describes a cross-age tutoring program established using fifth grade tutors and second grade tutees. The purpose of the implemented program was to improve academic achievement for the younger students in the area of language arts. Student interviews and samples of student work determined that the tutees improved in both reading and writing, and, that the majority of the students enjoyed participating in the program. Discussed in this paper are the social and emotional benefits of tutoring for the tutors and tutees, the importance of pairing students, and many ideas for training tutors. A description and analysis of several existing cross-age tutoring programs is included.
","abstract_html":"<p>This paper examines a form of tutoring called cross-age tutoring. Unlike peer tutoring, where students of the same age are paired together for tutoring purposes, in cross-age tutoring, the tutor is older than the tutee. This paper describes a cross-age tutoring program established using fifth grade tutors and second grade tutees. The purpose of the implemented program was to improve academic achievement for the younger students in the area of language arts. Student interviews and samples of student work determined that the tutees improved in both reading and writing, and, that the majority of the students enjoyed participating in the program. Discussed in this paper are the social and emotional benefits of tutoring for the tutors and tutees, the importance of pairing students, and many ideas for training tutors. A description and analysis of several existing cross-age tutoring programs is included.</p>","abstract_has_math":false,"creators":["Baumann, Kim"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1999,"date_issued":"1999-01-01T08:00:00Z","date_published":"1999-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/118","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Baumann, Kim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/118"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper examines a form of tutoring called cross-age tutoring. Unlike peer tutoring, where students of the same age are paired together for tutoring purposes, in cross-age tutoring, the tutor is older than the tutee. This paper describes a cross-age tutoring program established using fifth grade tutors and second grade tutees. The purpose of the implemented program was to improve academic achievement for the younger students in the area of language arts. Student interviews and samples of student work determined that the tutees improved in both reading and writing, and, that the majority of the students enjoyed participating in the program. Discussed in this paper are the social and emotional benefits of tutoring for the tutors and tutees, the importance of pairing students, and many ideas for training tutors. A description and analysis of several existing cross-age tutoring programs is included.
"]},{"key":"dc:title","label":"Title","values":["The Effectiveness of Cross-Age Tutoring in Improving Academic Performance and Student Activities"]}]}],"canonical_facts":{"dc:creator":["Baumann, Kim"],"dc:description.abstract":["This paper examines a form of tutoring called cross-age tutoring. Unlike peer tutoring, where students of the same age are paired together for tutoring purposes, in cross-age tutoring, the tutor is older than the tutee. This paper describes a cross-age tutoring program established using fifth grade tutors and second grade tutees. The purpose of the implemented program was to improve academic achievement for the younger students in the area of language arts. Student interviews and samples of student work determined that the tutees improved in both reading and writing, and, that the majority of the students enjoyed participating in the program. Discussed in this paper are the social and emotional benefits of tutoring for the tutors and tutees, the importance of pairing students, and many ideas for training tutors. A description and analysis of several existing cross-age tutoring programs is included.
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