Document Type

Conference Proceeding


This pilot study investigates whether a dialogic reading approach can be implemented as a cross-age intervention in a Title I elementary school to improve reading outcomes of struggling readers. First, fifth, and sixth graders were administered standardized pre- and post-tests of vocabulary, comprehension, and word recognition. Six fifth graders and eight sixth graders were chosen to be Big Buddies who were trained in 3-5 small-group sessions, then individually read to 10 first grade Little Buddies over 6 weeks. All first and fifth graders were struggling readers. Fifth graders made substantial gains on vocabulary and reading comprehension compared to typically-achieving peers.