This empirical study investigated the effects of tutoring on the reading achievement of elementary students with cognitive disabilities and specific learning disabilities as well as students receiving Title I reading programs in Project MORE (Mentoring in Ohio for Reading Excellence). This school-based action research highlights volunteer tutors, early reading instruction, reading interventions, and one-to-one instruction. Students were pre and posttested on both informal and standardized measures of reading performance. Intervention students were matched and compared to control students in similar school districts. The results demonstrated significant positive effects for the intervention. Generally, intervention students had month-for-month gains and outperformed comparison students in reading over the six month period. (Contains 3 tables.)