Research Studies

This tool allows education practitioners and researchers to quickly access quantitative research on tutoring program effectiveness. These 150+ research studies were selected due to their rigorous research designs which align with What Works Clearinghouse and Every Student Succeeds Act standards for moderate and strong evidence of intervention efficacy. Many studies were originally identified by their inclusion in recent meta-analyses (Baye et al., 2018; Neitzel et al., 2021; Nickow et al., 2020). Research may be sorted by grade level, subject, and tutor type in order to explore the evidence base for particular program designs. This database does not include qualitative research on best practices for tutoring implementation, for which we recommend exploring our District Playbook and Toolkit for Tutoring Programs.

Displaying 91 - 120 of 165

Effects of a randomised reading intervention study: An application of structural equation modelling. ( ). Wolff, U.. Dyslexia (Chichester, England), 17(4), 295–311. https://doi.org/10.1002/dys.438

Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. ( ). Vadasy, P. F., & Sanders, E. A. . Journal of Educational Psychology, 102(4), 786–803. https://doi.org/10.1037/a0019639

Effectiveness of a supplemental early reading intervention scaled up in multiple schools. ( ). Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M.. The Meadows Center for Preventing Educational Risk. https://www.meadowscenter.org/library/resource/effectiveness-of-a-supplemental-…

Implementation of effective intervention: An empirical study to evaluate the efficacy of fountas & pinnell’s leveled literacy intervention system . ( ). Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B.. Center for Research in Educational Policy (CREP). https://eric.ed.gov/?id=ED544374

Responsiveness of students with language difficulties to early intervention in reading. ( ). O'Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L.. The Journal of Special Education. https://journals.sagepub.com/doi/10.1177/0022466908317789

The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. ( ). Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L.. Learning and Individual Differences, 20(2), 89–100. https://doi.org/10.1016/j.lindif.2009.09.003

Efficacy of supplemental phonics-based instruction for lowskilled kindergarteners in the context of language minority status and classroom phonics instruction. ( ). Vadasy, P. F. & Sanders, E. A.. Journal of Educational Psychology. https://psycnet.apa.org/record/2010-21221-001

Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. ( ). Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. . Annals of Dyslexia, 60(1), 40–56. https://doi.org/10.1007/s11881-009-0032-y

Identifying essential instructional components of literacy tutoring for struggling beginning readers. ( ). Lane, H. B., Pullen, P. C., Hudson, R. F., & Konold, T. R.. Literacyeracy Research and Instruction. https://psycnet.apa.org/record/2010-11443-001

Effects of fact retrieval tutoring on third‐grade students with math difficulties with and without reading difficulties. ( ). Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M.. Learning Disabilities Research & Practice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2682421/

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. ( ). Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M.. Learning Disabilities Research & Practice : A Publication of the Division for Learning Disabilities, Council for Exceptional Children, 24(1), 1–11. https://doi.org/10.1111/j.1540-5826.2008.01272.x

Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. ( ). Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., ... & Zumeta, R. O.. Journal of Educational Psychology. https://pubmed.ncbi.nlm.nih.gov/19865600/

Supplemental Fluency Intervention and Determinants of Reading Outcomes. ( ). Vadasy, P. F., & Sanders, E. A.. Scientific Studies of Reading, 13(5), 383–425. https://doi.org/10.1080/10888430903162894

A parent involvement intervention with elementary school students: The effectiveness of parent tutoring on reading achievement. ( ). Goudey, J.. ERA. https://era.library.ualberta.ca/items/2941ab77-bab7-480c-9ce3-e2340d068db3

Effects of Targeted Intervention on Early Literacyeracy Skills of At-Risk Students. ( ). Wang, C., & Algozzine, B.. Journal of Research in Childhood Education, 22(4), 425–439. https://doi.org/10.1080/02568540809594637

A study of Perason's My Sidewalks program: Final Report. ( ). Wilkerson, S. B. . Louisa, VA: Magnolia Consulting. http://www.successforall.org/wp-content/uploads/2018/04/SREE_StrugglingReaders_…

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?. ( ). Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C.. Journal of Educational Psychology, 100(3). https://psycnet.apa.org/record/2008-10939-001

Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. ( ). Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M.. Exceptional Children. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2832201/

Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. ( ). Vadasy, P. F. & Sanders, E. A.. Reading and Writing. https://eric.ed.gov/?id=EJ815903

Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. ( ). Vadasy, P. F., & Sanders, E. A.. Journal of Educational Psychology, 100(2), 272–290. https://doi.org/10.1037/0022-0663.100.2.272

Using the right design to get the ‘wrong’ answer? Results of a random assignment evaluation of a volunteer tutoring programme. ( ). Ritter, G., & Maynard, R.. Journal of Children’s Services, 3(2), 4–16. https://doi.org/10.1108/17466660200800008

Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. ( ). Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A.. American Educational Research Journal, 44(2), 414–448. https://doi.org/10.3102/0002831207302175

Closing the reading gap: Findings from a randomized trial of four reading interventions for striving readers. ( ). Torgesen, J. K., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … Haan, C. . Washington, D.C.: US Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/pdf/20084013.pdf

Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. ( ). Vadasy, P. F., Sanders, E. A., & Tudor, S.. Journal of Learning disabilities. https://journals.sagepub.com/doi/abs/10.1177/00222194070400060301

Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns. ( ). Lane, K. L., Fletcher, T., Carter, E. W., Dejud, C., & DeLorenzo, J.. Remedial and Special Education, 28(5), 266–276. https://doi.org/10.1177/07419325070280050201

The Effects of the Fast Start Program on the Reading Achievement of Emergent and Beginning Readers: A Replication and Extension. ( ). Mears, P. R.. 132. https://digitalcommons.georgefox.edu/cgi/viewcontent.cgi?article=1039&context=e…

Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Randomized Field Trial with Paraeducator Implementers. ( ). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Journal of Educational Psychology, 98(3), 508–528. https://eric.ed.gov/?id=EJ742197

Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. ( ). Vaughn, Sharon, et al.. The Elementary School Journal, 107(2). https://www.journals.uchicago.edu/doi/abs/10.1086/510653

Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial withfuchsparaeducator implementers. ( ). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Journal of Educational Psychology. https://eric.ed.gov/?id=EJ742197

Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. ( ). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Remedial and Special Education. https://journals.sagepub.com/doi/10.1177/07419325060270060601