ABSTRACT
ABSTRACT. This study examined second-and fourthgrade elementary students' attitudes about writing before and after their participation in a cross-age tutoring writing program. The administration and analysis of pretest and posttest writing attitude surveys were performed with treatment and nontreatment groups. Descriptive statistics were compiled and examined and an analysis of covariance test was performed. The analysis of these surveys revealed that there is no significant difference among those second-and fourth-grade participants of the crossage tutoring program from those second-and fourth-grade students who did not participate in the cross-age tutoring program. However, individual interviews were conducted with all of the participants in order to determine prevailing themes of the tutoring activities. Positive information about the cross-age tutoring program was obtained during these personal interviews. An analysis of common themes revealed that participants of the cross-age tutoring writing program enjoyed the cross-age tutoring experience, had positive attitudes about writing because of the program, would volunteer for the tutoring sessions again, and became better writers because of the tutoring experiences.
