Effects of cross-age reading on upper elementary students' attitudes toward reading

Abstract

While cross-age reading practices are often utilized in schools, there has been limited research on the effects of this commonly used practice. Research has focused on cross-age tutoring, in which older students are trained to work with younger students on reading activities. However, many teachers do not train older students prior to their participation in cross-age reading programs. The purpose of the current study was to examine if a cross-age reading program, in which older students are paired with younger students and asked to read (without training), would have a positive impact on reading attitudes. Forty-five 5th grade students participated in a cross-age reading program and their reading attitudes were assessed before and after their participation in the program. Home reading environment was also included as a factor. Results indicated there was no significant change in reading attitudes for older students who participated in the cross-age reading program. There were no significant main effects of participation or home reading environment, and no interaction effects. Older students should be trained prior to working with younger students in order for cross-age reading practices to be more effective. Further research is needed on cross-age reading practices to truly understand their value.