Twenty-six students who were tutored in freshman mathematics were matched with twenty-six students who did not visit the tutor during the semester. Findings showed that students who received tutorial assistance got significantly higher (p < .05) final grades than the students not receiving help. (DT)

Because poor "reading ability" is very often a primary obstacle in the learning process, an attempt was made to determine if the first grade child develops some knowledge structure by means other than reading. Instruction in each of six first grade classrooms was in the form of 18 audio-tutorial lessons, each taped to last about 15 minutes and…