The program tested a theory of change which posited that weekly support to students by community volunteers using structured lesson plans and appropriately leveled reading materials would result in significant gains in literacy for these students. The evaluation explored the potential links between specific elements of the intervention and student reading gains, specifically: 1) volunteers’ fidelity of implementation of tutoring sessions and home visits, 2) students’ home-reading activities and attendance at HYVALL sessions, and 3) community members’ perceptions of their roles in children’s literacy development.