Two programs for providing distance tutoring for at-risk elementary school children were implemented and evaluated in successive years. Each program employed 10 graduate education students as tutors for approximately 25 sixth-grade children, i.e., 2-3 tutees per student. Tutoring exercises were oriented around writing and language skills development. Program 1 was restricted to electronic mail exchanges via a local bulletin board system, whereas Program 2 permitted both electronic mail and teleconferencing via a national network. Results showed moderate to extensive use of both systems by two-thirds of the students. Students' reactions were somewhat negative about Program 1, but positive about Program 2, seemingly because of the greater flexibility of the latter system and stronger relationships established with their tutors. Additional findings and discussion concern the type of communications made, tutor experiences and reactions, advantages and disadvantages of each system, and recommendations for future program design. (14 references) (Author/BBM)