This review of the literature on student tutoring considers four questions: 1) are there patterns of cross-age, cross-culture, or cross-ability which increase or decrease the tutoring effectiveness? 2) does a highly-structured, controlled program mean better results than informal tutoring? 3) is the level of learning actually raised for both tutor and tutee? and 4) are there types of subject-matter areas which more readily lend themselves to the tutoring process? A list of positive results experienced by tutors and tutees was synthesized from studies reviewed, and the requirements for evaluating the programs were also considered. Outlines for tutorial manuals were developed and are included in the document for organizers, tutorial managers, and tutors. Included are the following appendixes: 1) specifications for individualized instruction, 2) the essential elements of the structured tutoring model, 3) principal reasons why many low achieving students do not succeed in school, 4) principal reasons why the unique learning characteristics of low achieving students cannot be dealt with successfully in the regular classroom setting, and 5) basic components of a tutorial system. There is an annotated bibliography of 71 items. (MBM)