Reading mentors in primary education. Lessons learned from piloting an intergenerational school model. Sánchez Martínez, Mariano Campillo, Margarita Díaz Conde, María Pilar Intergenerational school Intergenerational program Reading Primary education Tutoring Mentoring This work has been supported by Ministerio de Economía y Competitividad under the granted project EDU2014-52755-R. Translation into English of the original Spanish draft of this paper has been funded by the DEHUSO (“Inequality, Human Rights and Sustainability”) Scientific Unit of Excellence, an initiative supported by the University of Granada’s Research Plan. Intergenerational Programs (IP) are increasingly present in all stages of formal education, mainly through intergenerational tutoring and mentoring IP. Improving reading skills has been one of the traditional purposes of IP. However, this study looks at something less frequent: a pilot IP around reading implemented as part of an intergenerational primary school model. After a multisite quasi-experimental control group design including 6–7 years old students (n=184) from three experimental and three control primary schools in Spain, and a group of community dwelling seniors (n=41) acting as voluntary mentors, no significant impact on children’s reading competence is identified. Reasons for this apparent failure are discussed, as well as recommendations for further studies on reading IP in intergenerational schools. 2024-06-04T11:57:37Z 2024-06-04T11:57:37Z 2020 info:eu-repo/semantics/article Sanchez, M., Campillo, M. & Díaz, M. P. (2020). Reading mentors in primary education. Lessons learned from piloting an intergenerational school model. International Journal of Educational Research, 100, 101539. https://doi.org/10.1016/j.ijer.2020.101539 https://hdl.handle.net/10481/92323 10.1016/j.ijer.2020.101539 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional Elsevier