Abstract
This study analyzed the relation between volunteer tutor training and reading instruction in 4 adult literacy programs. The data focus on tutors' choices of reading materials and strategies for assisting in the development of comprehension and word identification skills. Tutor training did not always transfer to practice, and it did not always deal effectively with the complex topic of teaching reading to struggling adult learners. One implication might be that less initial training and more ongoing “just-in-time” training based on the specific needs and strengths of students and tutors working together on improving reading may be a more efficient use of resources than those traditionally expended on preservice training.