The use of prompting to increase peer-tutoring skills in an entire third grade classroom was investigated. A multiple baseline design was used in establishing three tutoring components: praise corrective feedback, and re-presenting the question. Results indicated that all three tutoring behaviors increased after prompting. During the last experimental phase, when program youngsters were not being prompted, high levels of peer-tutoring behaviors were maintained. When program children were compared to control youngsters, the children involved in the intervention earned significantly higher postpoint grades in spelling, mathematics, and reading. (Author)