Reading Research and Instruction Winter 2004, 43(2) 87-104 The Effectiveness of the HOSTS Program in Improving the Reading Achievement of Children At-risk for Reading Failure Matthew K. Burns Barbara V. Senesac Todd Symington Central Michigan University Abstract The Helping One Student to Succeed (HOSTS) Language Arts volunteer tutoring program was evaluated by comparing pre- and post-intervention scores on standardized measures of reading using a 5-month test-retest interval. Students (n = 129) from six elementary schools in Michigan that utilize the HOSTS program served as the experimental group, and the control group (n = 127) was recruited from four elementary schools that do not use the HOSTS program. Both groups contained students who were identified as at-risk for reading failure by their respective schools, but none received special education services. Between-group analyses of covariance (ANCOVA) were conducted using change scores as the dependent variables and pre-scores as the covariate variables. Results suggested that growth experienced by the experimental group significantly exceeded that of the control group on measures of reading fluency, reading comprehension, initial sound fluency, and overall reading skills. Therefore, the HOSTS tutoring program appeared to be an effective intervention for children identified as at risk for reading difficulties. Literacy is critical for success in today's world as technological advances place increasing demands for higher levels of reading than ever before (Snow, Bums, & Griffin, 1998). However, according to the 2002 National Assessment of Educational Progress (Porter, 2003), an alarming 36% of fourth graders read below the basic level of proficiency for their grade. Furthermore, 74% of those who are unsuccessful at reading in the third grade continue to be unsuccessful in the ninth grade (National Institute of Child Health and Human Development, 1999). The lack of grade-level reading skills by the end of third grade is likely to compound as students progress through the grades leading to academic failure (Stanovich, 1986). Comprehensive federal initiatives such as the America Reads Challenge Act (1997) and the No Child Left Behind Act (2001) make a national