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Abstract
Describes the criteria for hiring student tutors, tutoring responsibilities, the training program, and the supervision provided in college developmental reading programs. Some general guidelines for planning a tutoring training program and for supervising the tutors are enumerated. Specific suggestions for planning preservice and inservice programs are presented as are the areas in which the college tutors often require continuing assistance. Special considerations involved in supervising are noted and common problems recognized. Finally, the effectiveness of college level student tutors is discussed.