In 1972, using Title I funds, a study was initiated to determine the effects of using teacher aides and student tutors in remediating reading deficient second and third graders in the Boise schools. The two schools in the pilot program were located in areas having a high incidence of low-income families. Tutor managers (paraprofessionals) supervised and managed the tutoring program in each school. They trained fifth and sixth graders in the techniques of tutoring basic reading skills, tutored children, gave pretests and posttests, kept records, prepared the student logs, and kept student profile sheets on each child tutored. The structured tutoring involved the diagnosis of the child's reading skills, individual work with the child using prescribed teaching methods, and a criterion posttest measuring the knowledge of the child at the end of the tutoring. The tutored group outperformed the control group in acquiring basic reading skills, and of the 54 students who were tutored, only one failed to make a significant improvement in reading skills during the relatively short period of six weeks that the tutoring program was in operation. Statistical data, cost analysis information, and implications for further study are included in the report. (TO)