A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve II year-old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data;From interrupted time series research designs. A one-tailed t-test was also computed to test for significant differences in pre- and post-test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention.