Acting as a tutor can increase a student's academic skills. The purpose of this study was to investigate the relative effectiveness of two types of reading fluency building strategies--echo reading and error correction--for the fluency improvement of tutors. Forty lower performing readers were trained in echo reading and error correction. Then, they tutored a peer using one, both, or neither of these methods. Tutors who used the echo reading method showed significantly higher improvement. (Contains 1 table.)