Recognizing that the adult inmate population had a significant number of illiterate and learning disabled individuals, the correctional education program in Maryland began increasing its capability to reach these individuals by launching an inmate tutoring program known as peer tutoring. The peer tutoring concept resulted from a Right to Read grant given to Johns Hopkins University Reading Center in 1980. At the present time, there are about 200 inmate tutors in reading labs, and the positive influence of these inmate aides has led to a continued expansion in the use of inmates as tutors in other areas. The peer tutoring program in Maryland is special because it was a pioneer in proving the feasibility and worth of inmate tutors in assisting regular teaching staff in adult correctional facilities. The program has greatly improved the quality, quantity, and efficiency of the adult basic education program. 3 references