An investigation of crossage tutors as an intervention to increase reading fluency of third grade students

The purpose of this study was to determine the effectiveness of using crossage tutors (older student tutors) as an intervention in order to increase the reading fluency rates (oral reading) of third grade elementary school students. Students from two classrooms in the same school participated in this study: a third grade classroom, and crossage tutors from one, fifth grade classroom. The third grade students were paired with the fifth grade students. The experimental group received the intervention of the crossage tutors, while the control group received only the support of the classroom teacher. Student participants were representative of a diverse student population, including English Language Learners (ELL). During the six-month study period, pretests were recorded early in the school year and posttests were collected during two reporting periods. Results showed growth during all reporting periods throughout the year, but with the highest concentration of results noted during the first reporting period, and with those students who had been assessed below grade level in reading fluency, including English Language Learners. The results of the study has implications for teachers who could benefit from volunteer help in their classrooms and also for those schools whose funds for aides or other reading support personnel may be affected by budgetary constraints. Keywords: reading fluency, crossage tutors, elementary education, intervention, oral reading, primary students