The problem this study addressed was whether an intervention, grounded in Reading Recovery strategies, was as effective when used with struggling readers in small groups as it is in 1:1 instruction. The purpose of this causal-comparative study was to investigate the differences in student performance between students who received small group tutoring and students who received 1:1 tutoring. More specifically, this research investigated if there was a difference in reading performance of struggling readers in kindergarten through second grade who were tutored 1:1 or in small groups of two, three, or four in an inner-city public school. Pre-test and posttest scores using the AIMSweb Assessment as well as the Fountas and Pinnell Text Level Assessment were used to compare reading performance amongst various group sizes. The central finding of this study suggests that there were no differences in reading performance of students in kindergarten through second grade who received tutoring (reading intervention) in various group sizes. Furthermore, an examination of raw mean scores indicated that students tutored in larger group sizes could potentially outperform students tutored 1:1. Therefore, it may be beneficial for school leaders, who want to conserve fiscal resources, to assign tutors to small groups of students to possibly get the same benefit in reading performance of kindergarten through second grade students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]