A practicum addressed the cognitive and affective needs of underachieving fifth grade students in a suburban school in southwest Florida. Twelve fifth grade students (the target group) were paired with same age tutors who provided supplemental reading instruction four times a week over a 12-week period. They also participated in weekly brainstorming sessions with the researcher and a certified elementary guidance counselor to help them gain insight into the behaviors and conditions hampering their academic progress. Results indicated that the target group made gains in reading levels, self esteem, and on daily English assignments. The brainstorming sessions were deemed successful based on the quality of the students' contributions over the duration of the project. (Seventeen references and 12 appendixes--including the Coopersmith Inventory of Self Esteem and graphs detailing student performance--are attached.) (SR)