To close the gap between reading research and the reality of instruction, the authors developed a reading comprehension approach for elementary school, aiming at explicit instruction and practice of reading comprehension strategies. Their approach encompasses two complementary cornerstones: explicit instruction in reading strategies and creating opportunities to engage in meaningful peer interaction and collaboration. The program was embedded in a cross-age learning context, with 5th and 6th graders acting as tutors for students in 2nd and 3rd grade. The researchers say they found significant positive effects for student awareness of reading strategies, reading strategy use, and reading comprehension for low, average, and high achievers. They were surprised to find that peer tutors seem to benefit even more from tutoring than the students being tutored. (Contains 2 figures.)