To determine the effects of peer tutoring on tutors and tutees in middle school English classes, a study was conducted using pretest and posttest data of 120 students in a Mississippi middle school gathered from the following: (1) the California Achievement Test, 1977 Edition, Forms C and D; (2) teacher-assigned grades in English classes; (3) overall grade point average in all academic classes; and (4) the Survey of Pupil Opinion. A total of 60 sixth-grade students comprised the tutee sample, and 60 seventh-grade students made up the tutor sample, with each group divided in half and randomly assigned to experimental and control groups. The tutoring sessions were conducted for 10 minutes each day for a period of 6 weeks. Findings included a significant difference in teacher-assigned grades for tutees compared with students who were not tutees. No significant differences on any measure were found among tutors when compared with similar students who did not serve as tutors. The results support the hypothesis that the peer tutoring process improves grades assigned by teachers to the tutees, but the results do not support similar benefits for the tutors. (The document includes two tables. Appendixes include the Survey of Pupil Opinion and sample work sheets. Also appended are 24 references.) (SKC)