The literature concerning tutoring in the elementary schools was surveyed and evaluated to determine the relative effectiveness of two types of programs--peer and cross-age tutoring. Studies involving each type of program were analyzed separately and effectiveness was judged by the gains in reading achievement experienced by both tutors and learners as measured by various tests. The survey revealed a noticeable lack of same-age tutoring programs containing adequate data for analysis. Because of this lack, the effects of the two types of programs could not be determined. This finding suggests that more peer tutoring studies of a controlled nature be undertaken. (FL)