This project ran in 13 JCSP schools over a 6 week period in 2003. Second year JCSP students were trained as tutors in the paired reading technique and were teamed up with second class primary school students, on average 3 times per week. The focus of the project was on how the role of tutoring impacted on the literacy levels of those 2nd year students, who were on average 3 years behind their chronological age in reading. Improvement was measured by reading age improvements, observations of attitudinal changes and increased levels of reading. It also looked at the impact on self esteem and confidence on these students, as well as the impact of the role of the tutor. This was to be ascertained through the use of questionnaires and the completion of observational logs. The impact on the second level students included: • 48% of the students involved improved their reading ages, with 41% of these improving by 1 or more years. Greatest improvement occured in students with a pre project reading age of between 7-9 years. • Dramatic improvements in attitudes to reading with all schools noting the considerable improvements in self esteem and confidence. • Participating schools noted the improvement in the willingness of the students to read aloud in class as a result of the project. Schools also noted increased amounts of reading and borrowing of books. Students became more aware of the skills involved in reading. The students took on their role very responsibly, enjoying the status of the role with no instance of misbehaviour noted. Both groups enjoyed the positive one-to-one relationship and all wished it to continue when the projects were finished. Overall it was reported that attendance improved for the duration of the project. The impact on the 2nd class students: • The project had a very positive effect on the primary students with reading ages improving and project co-ordinators and teachers reporting improved attitudes and confidence in reading. The positive encouragement and affirmation worked well. When asked how the project co-ordinators would change if they were to run the programme again only minor changes were noted, such as changes in the times of sessions and record keeping. • The enthusiasm with which the students embraced the role of being tutor was to the forefront of all the feedback from schools, as they thoroughly enjoyed working with the younger students. The majority pre-read all the books in order to be well prepared for their young reader. They took great pride in the fact that their students got through a lot of reading material. All schools planned to run the project again.