Subjects in this study were 69 fourth-grade students enrolled in a Chapter 1 program who received low scores on a standardized reading comprehension test in the spring of 1982. One group (n=35) received 15 minutes of programed reading tutoring each day throughout the 1982-1983 school year as a supplement to classroom instruction. The Houghton Mifflin Reading Series was used for classroom instruction and the Houghton Mifflin Tutorials were used for the programed tutoring. Results indicated that programed tutoring did not significantly improve reading comprehension, although the experimental group did narrow the gap that existed on the pretest scores between themselves and the control group (n=34). A loss from the pretest to the posttest was shown by 32% of the control group students, who received no tutoring, while only 9% of the experimental group showed such a loss. The control group's posttest scores also displayed a greater variablity than their pretest scores, while the variability of the experimental group's scores remained relatively unchanged. Thirty-two references are listed. (Author/LMM)