ABSTRACT
Without going into the pros and cons of the various normative tests of reading ability it can easily be understood that when a child begins to read he or she needs to make steady progress in order to keep up with his or her peers. Infant teachers are under a great deal of pressure to cope with the demands of the reading programme and tend to overlook the part children themselves can play if a scheme for peer-tutoring is adopted. Few children who are having difficulty in keeping up with their peers in reading really enjoy the experience of having to read. Some parents are too involved personally with their child's problem to be effective as tutors. Teachers can organise training sessions to suit their own convenience and to fit in with the rest of their time-table commitments. Some children known to engage in disruptive behaviour whilst having good reading skills have been given the chance to engage in peer-tutoring.
