The purpose of this study was to compare the effectiveness of a tutoring program and a traditional program in improving achievement, as well as interest, for students registered in low-achiever English classes in reading comprehension, language usage skills, and spelling. Thirty-two seniors tutored 32 freshmen in high schools in Gresham, Oregon. A control group of 64 students did not participate in any tutoring activities. All students were given the Diagnostic Reading Tests (Survey Section) and California Survey of Language Achievement as a pretest and post-test. The freshmen who were tutored showed a statistically significant improvement in reading comprehension and interest in English when compared to the freshmen in the traditional program. Seniors who acted as tutors also showed a significant improvement in interest in the subject of English compared to the seniors in the traditional program. No significant differences were found between tutorial and traditional groups in the improvement of language usage or spelling skills. (Author/LK)