In this paper, the development and the first three months of a reading program in which university students tutor junior high school students with reading skill deficiencies are described. In section 1, an introduction, the literacy problem that exists in the United States and the basic rationale for the tutoring approach as a solution to this problem are briefly discussed. In section 2, the development of the tutoring program is described, and some of the problems involved in coordinating efforts between a university and a public school are outlined. In section 3, an overview of the program is provided, the tutors and the students are described, and the program is detailed. In section 4, an objective evaluation of the program based on personal observations, observations of tutors, and the statements of students is presented. In section 5, recommendations for improvements in the program are made. (RB)