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Digital logs indicated that treatment integrity was lower than intended; therefore, the intervention group was subdivided using a completion criterion. Third grade assessments revealed that the subgroup that had finished the program successfully (IF, <jats:italic>N<\/jats:italic>\u2009=\u200940) was able to read as fluent as the average reader, outperforming the subgroup that had not completely finished the program (InF, <jats:italic>N<\/jats:italic>\u2009=\u200931) as well as the group that had not worked with the program (controls, <jats:italic>N<\/jats:italic>\u2009=\u200966) on all reading measures. This study demonstrates that a well\u2010implemented tutoring model can serve as a (cost\u2010)effective complement to the classroom practice for beginning readers. 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