Participating elementary students were chosen by their classroom teachers. Seventh and eighth graders were selected by the junior high reading teacher. All of the students involved participated by choice, and none were required to be a part of the program. It was interesting to observe that in a very short period of time tutoring became a status symbol in the junior high, and several students went so far as to feign reading problems in order to be eligible for the tutoring project.
Morrison, C. S. (1974). An Experiment in Cross-Age Tutoring. Reading Horizons: A Journal of Literacy and Language Arts, 14 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol14/iss3/4