The purpose of this research was to investigate the effectiveness of a tutoring intervention provided by community tutors to kindergarten students at risk for reading difficulties. The 73 students were randomly assigned to 1 of 3 conditions: (a) tutoring 4 days a week, (b) tutoring 2 days a week, or (c) a control condition that provided small-group storybook reading 2 days a week. Children were administered reading and phonemic awareness pre- and posttreatment tests. Analyses revealed that students in the 4-day condition outperformed students in either the 2-day or control conditions on 3 reading measures. Effect sizes were .79, .90, and .83 on word identification, passage comprehension, and basic reading skills, respectively. Challenges and implications for managing community tutoring programs are discussed.