This study sought to determine the effect of the Grant Von Harrison Lay Tutor Program on low-achieving, sixth-grade students who became tutors and on low-achieving second graders who were tutored. Experimental groups and control groups of sixth graders were formed from a list provided by the principal. Students were pre- and posttested for reading ability and for level of confidence in academic ability. Results indicated that the sixth-grade tutors improved in both reading ability and level of confidence compared with the control group and that second graders involved in the tutorial program improved their reading more than those not involved in the program. (Author/AA)