Fifth- and sixth-grade students were trained by kindergarten teachers to tutor kindergarten pupils in reading by using highly structured practice exercises, selected by teachers for each pupil as part of the Southwest Regional Laboratory's First-Year Communication Skills Program. To measure the effectiveness of tutoring on the progress of pupils needing remedial reading instruction, postremediation performances of pupils receiving teacher-plus-tutor remedial instruction and of pupils receiving only teacher remedial instruction were compared in eight schools. Pupils who were tutored scored significantly higher on the postremediation tests, and pupils who were reading close to the acceptable level on initial tests were helped more by teacher-plus-tutor instruction than by a teacher alone (possibly because a teacher without a tutor must concentrate on the most deficient pupils). In addition, tutored pupils outperformed untutored pupils on a mid-term test on 14 out of 15 items. Modifications have been made in the tutoring program on the basis of finding that some pupils were not receiving all of the practice exercises and that tutors needed more training in certain skills. A final report will contain detailed accounts of tutor training procedures and program installation procedures as well as final pupil reports. (LP)