(i) The students thought that the reading programme gave them significant help in improving the following 5 areas:

(ii) Areas the tutors and young readers have improved after joining the programme

(iii) The primary students liked the reading tutors and thought they were good role models. Things they learned from their reading tutors included:

(iv) The primary students reflected that their self-esteem and confidence improved as they received positive and constructive feedback from the reading tutors.

(v) Both primary and secondary students reported that the reading enhancement programme has aroused their interest in reading.

1.2 Reading tutors’ journal entries
The journal entries reflected the benefits reading tutors gained in the programme:

(i) Improvement was made in language forms and skills
The reading tutors learned questioning techniques and how to set questions for the young readers (their prior knowledge was consolidated and enhanced). During the reading sessions, they needed to explain vocabulary (their vocabulary knowledge base was reinforced), demonstrate effective use of reading skills, making comments on the young readers’ performance (their knowledge and skills were internalized). The experience of being a reading tutor made them realised their own inadequacies. The tutors were eager to make improvement in their own studies.

(ii) Enhancement of generic skills and values and attitude
Leadership
The reading tutors have developed some leadership skills like managing and leading a group of P.5 students (ways to keep them on-task and paying attention; setting up ‘punishment’ and reward systems), encouraging the young readers, giving demonstrations, good communication skills (give clear instructions; 2-way communication).
Self-esteem
The reading tutors realised that they had made a meaningful contribution when they witnessed the improvement the young readers made and when the young readers thanked them. This increased their self-esteem.
Positive learning attitudes
Through the enhancement programme, the secondary students understood more about the teachers’ work. They realized that being a teacher was not easy – teachers must manage the time well, prepare a lot for the lessons, face difficulties calmly. They saw the importance of students’ reaction and responses in lessons. The reading tutors respect their teachers, become understanding students and became more positive towards learning and behaving in class.
Self-management
A number of students mentioned that the enhancement programme trained their patience and the management of the negative emotions.

2) Smoother transition between primary and secondary school

1. The design of the questions led students to discuss topics beyond the text. The primary students got a glimpse of the lives of secondary students and benefited from their experience as older brothers and sisters.
2. The cross-key stage reading programme also served as a good means to bridge English across primary and secondary education.
3. Enhancing teachers’ knowledge in the English curriculum of other key stages
   Both the primary and secondary teachers wanted to help their students with the transition from KS2 to KS3 by narrowing the gap of the curriculum. The reading programme provided an opportunity for primary and secondary teachers to communicate. Primary teachers learned more about the English curriculum of KS3 and secondary teachers learned more about the primary curriculum. This was an excellent opportunity for teachers to find out what the students are actually learning in the other key stages. With more information, the two schools could adjust the curricula to address their students’ needs, interests and abilities.