The paper describes procedures designed to increase active academic responding in reading by intermediate level learning disabled students in an inner city school. The study investigated a home tutoring program applied by parents and teachers. The program increased the amount of reading time for selected students while providing parents with a correction procedure designed to maximize reading time. Results indicated that the home tutoring procedures increased academic learning time, doubling students' rates of correctly read words per minute, and substantially reduced errors. Little change was observed in students' accuracy of responding to comprehension questions, as group accuracy was generally 70% throughout. (Author/SB)