In this study, two ESEA Title I inner-city schools in the Salt Lake School District selected and trained upper-grade (grades 4, 5, and 6) students in structured tutoring techniques previously developed and proven effective by Grant V. Harrison in previous studies. Lower grade (first, second, and third grade) teachers identified the students ranking lowest in reading achievement. Following a pre-test, tutors taught the younger children over a period of eight weeks in sessions lasting about 15 minutes. The available results from one of the schools in the study showed that the tutored children gained a mean score of 16 from pre-test to post-test. Nine of the twelve tutored children were thus judged as achieving significant remediation through tutoring by an upper-grade tutor. (Author/DM)