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OF THE DISSERTATION THE EFFECTS OF CROSS-AGE PEER TUTORING ON WRITING AND READING COMPREHENSION SKILLS AND ATTITUDES AND SELFPERCEPTIONS AS WRITERS OF THIRD AND FOURTH GRADE STUDENTS by Artis McChesney Gray Florida International University, 2000 Miami, Florida Professor Sharon W. Kossack, Major Professor The purpose of this study was to investigate the effects of cross-age peer writing response groups on the writing and reading achievement of third and fourth grade students. Students' attitudes about writing and their perceptions of themselves as writers were also measured at the end of the study. One hundred and twenty-two third arid fourth grade students enrolled in a public school in a middle-class, mulit-cultural neighborhood participated in the study. Four existing classes of students were randomly assigned to either the experimental condition (EC) or the control condition (CC). Both groups were pretested and posttested

The effects of cross-age peer tutoring on writing and reading comprehension skills and attitudes and self- perceptions as writers of third and fourth grade students