A practicum addressing (1) elementary school students' need to increase their sight vocabulary, (2) their needs for self-esteem, (3) their individual learning differences, and (4) the practical difficulties of providing additional practice time and personnel to teach is described in this guide. The introduction of the guide discusses the community in which the school is located and the role and responsibilities of the reading specialist-author of the practicum, while the second section documents the problems and needs of the remedial reading students in the primary grades, and explores research pertaining to these problems. The third section discusses anticipated outcomes and evaluation instruments, presenting the goals of the program: to increase the sight vocabulary of those students enrolled in the program, and to determine if participation in this word recognition program affected reading attitudes of the participants. The fourth section describes the selected solutions to the sight vocabulary problem, specifically a cross-age tutoring program that employed game strategies in three to four sessions per week. Training of the student tutors as well as the testing procedures are also described. The last section presents the results of the program, which indicate that tutored students did master the sight vocabulary they were expected to learn, although standardized and more formal tests did not show significant changes. Positive responses to the program from teachers and students are also discussed in this section, as are recommendations for future cross-age tutoring programs. Appendixes include a teachers' sight word list/test, and a tutored students' postprogram questionnaire. (HTH)