Traditional large-group instruction is geared toward one type of learning style and often assumes a specific cultural background. Tutoring, as a way to augment traditional instruction and help students with special needs, is examined in this bulletin. Following the introduction, chapter 1 reviews evidence supporting the effectiveness of tutoring and examines the cognitive and social reasons for its superiority over group instruction, particularly for at-risk students. Chapter 2 examines the effectiveness of peer tutoring, with a focus on benefits to each party and potential problems. The components of a successful tutoring program--objectives, resources, and implementation details--are summarized in the third chapter. Chapter 4 describes two first-grade programs that use certified teachers as tutors--the Reading Recovery Program and Success for All. Programs described in chapter 5--structured tutoring, programmed tutorial reading, Project Success, and Help One Student to Succeed (HOSTS)--can be implemented using alternative sources for tutors including paraprofessionals, adult volunteers, and students. The sixth chapter describes three peer and cross-age tutoring programs. The final chapter summarizes factors that school districts should consider in planning and implementing a tutoring program. The appendix provides contact information for programs described in chapters 4-6. (Contains 65 references.) (LMI)