This ESEA Title 3 project provided tutoring assistance to fourth, seventh, and 10th grade students who were underachievers in reading and/or writing as determined by a correlation of students' test results on the California Test of Mental Maturity and the Sequential Tests of Educational Progress (STEP). Three groups of students were randomly established: those assigned to one-to-one tutoring (one tutor and one student), those assigned to one-to-three tutoring, and those in a control group receiving no special help. In the third year of the program, a group of students in one-to-five tutoring were also studied. By the end of the first year of the program it was clear that tutoring had a statistically significant effect on the students and that the effect was increasingly greater from the fourth to the seventh to the 10th grades. The analysis of data from the second year of tutoring supported these findings. A program of delayed testing 1 or 2 years after the students had participated in the tutoring program indicated that the effects of tutoring were still evident for all students both on the STEP tests and as seen in students' grades. Results indicated no systematic differences favoring one-to-one, one-to-three, or one-to-five tutoring. (Thirty-three tables are included.) See also ES 000 937 for the project proposal. (DD)