▼ This study examined the effectiveness of a one-on-one tutoring intervention in a university-school program. Twenty-five students in grades one through four in a small Midwest elementary school were identified by classroom teachers as lowest-performing in reading and writing and matched to twenty-five university tutors in an early childhood teacher education program at a large state university. Students met one-on-one with the university tutor two times a week for 60 minutes for 14 weeks. Tutoring sessions focused on assessment and remediation of reading and writing difficulties. During the first and final weeks of the tutoring, the participating school conducted a school-wide Word Writing CAFÉ (Leal, 2005/2006) assessment of all students in grades one through four to assess students’ gains in three aspects of word writing for fluency, accuracy, and complexity as determined by the pretest and posttest assessments. Although quantitative findings did not show a statistically significant effect for tutoring treatment, the results of the treatment may be interpreted as successful since the lower-performing students made similar gains in word writing to their average-performing peers. Advisors/Committee Members: Leal, Dorothy J.