All (172) second grade nonreaders in Title I schools received structured tutoring from intermediate age youngsters 15 minutes per day, four days per week for five months in a program to remediate reading skills. Control Subjects were randomly selected, without regard for reading ability, from the total grade 2 population of three non-Title I schools. Tutors spent another, equivalent period of time learning how to teach names of letters, sounds of letters and digraphs, sound blending, decoding of new words and sight words, and in learning to listen to the child read orally from primers and workbooks. Following instruction, 20 tutorees scored 100% on the criterion test, 73 scored 90% or above, and 102 scored 80% or above. For the total sample, 72% scored 80% or above on the criterion test, 20% scored between 60% and 80%, and 8% scored between 0% and 60%. Parents of both tutors and tutorees were enthusiastic about the children's improved reading skills and increased interest in reading. Teachers of tutors were initially and subsequently enthusiastic and cooperative in granting released class time; despite some initial skepticism, virtually all teachers of tutorees acknowledged the improved skills of the former nonreaders. (Author/RD)