A study examined the use of the Penn State Adult Literacy Courseware, which teaches sight vocabulary to beginning adult readers, in a volunteer tutoring situation with three male and two female unemployed adults whose average grade level in reading was 1.1. All students were white, their average age was 37, and the highest grade any of them had completed in school was the 10th. The five tutors were all female and received 14 hours of training on the use of the courseware before giving 20 hours of tutoring. Pre- and posttest measurements were taken with the Slosson Oral Reading Test (SORT), an attitude survey of tutors and students concerning the use of computers, and two sections of the Baltimore County Design, which measured how well the students could identify words in isolation and in context. Limitations of the study include the small number of subjects (N=9) and the fact that there was no control group, so the results cannot be considered statistically significant. Analysis of the pre- and posttest results showed positive gains on all three measurement instruments. The average reading grade level had risen to 1.76 after only 20 hours of instruction, as compared with a minimum 25 hours that traditional programs take to make comparable gains. Students increased their positive attitudes about computers. Starting with less positive attitudes, the tutors also increased their positive feelings. However, no tutors indicated they would prefer the computer over any other method. (The document includes results of a tutor survey on how the courseware could better serve the needs of displaced workers and on the role of the tutor, as well as a 13-item bibliography.) (CML)