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Research Studies

This tool allows education practitioners and researchers to quickly access quantitative research on tutoring program effectiveness. These 200+ 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 289

Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. (2018). Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K.

Strengthening Children’s Math Skills with Enhanced Instruction The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes. (2018). Mattera, S., Jacob, R., & Morris, P.

Effects of an informational text reading comprehension intervention for fifth‐grade students. (2017). Ritchey, K. D., Palombo, K., Silverman, R. D., & Speece, D. L.

Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. (2017). Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P.

Exploring the cross‐linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. (2017). Baker, D. L., Basaraba, D. L., Smolkowski, K., Conry, J., Hautala, J., Richardson, U., English, S., & Cole, R.

Testing the efficacy of a kindergarten mathematics intervention by small group size. (2017). Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J.

Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.

Supported self‐explaining during fraction intervention. (2016). Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., Hamlett, C. L., Jordan, N. C., Siegler, R. S., Gersten, R., & Changas, P.

Examining the efficacy of a multitiered intervention for at‐risk readers in grade 1. (2016). Smith, J. L. M., Nelson, N. J., Fien, H., Smolkowski, K., Kosty, D., & Baker, S. K.

Effects from a randomized control trial comparing researcher and school‐implemented treatments with fourth graders with significant reading difficulties. (2016). Vaughn, S., Solís, M., Miciak, J., Taylor, W. P., & Fletcher, J. M.

Effects of intervention to improve at‐risk fourth graders' understanding, calculations, and word problems with fractions. (2016). Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Malone, A. S., Wang, A., Hamlett, C. L., Jordan, N. C., Siegler, R. S., & Changas, P.

Effectiveness of a group-based academic tutoring program for children in foster care: A randomized controlled trial. (2016). Harper, J., & Schmidt, F.

Affordable Online Maths Tuition. Evaluation report and executive summary. (2016). Torgerson, C., Ainsworth, H., Buckley, H., Hampden-Thompson, G., Hewitt, C., Humphry, D., Jefferson, L., Mitchell, N., & Torgerson, D.

Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. (2016). Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K.

REACH: Evaluation report and executive summary. (2016). Sibieta, L.

Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. (2016). Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A.

Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. (2016). May, H., Sirinides, P. M., Gray, A., & Goldsworthy, H.

Examining the efficacy of a tier 2 kindergarten mathematics intervention. (2016). Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M.

Effects of tutorial interventions in mathematics and attention for low-performing preschool children. (2016). Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., ... & Roberts, G.

Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers. (2016). Jacob, R., Armstrong, C., Bowden, A. B., & Pan, Y.

Year one results from the multisite randomized evaluation of the i3 scale‐up of Reading Recovery. (2015). May, H., Gray, A., Sirinides, P., Goldsworthy, H., Armijo, M., Sam, C., Gillespie, J. N., & Tognatta, N.

A kindergarten number‐sense intervention with contrasting practice conditions for low‐achieving children. (2015). Dyson, N., Jordan, N. C., Beliakoff, A., & Hassinger‐Das, B.

Durham shared maths project Evaluation report and Executive summary . (2015). Lloyd, C., Edovald, T., Morris, S., Kiss, Z., Skipp, A., & Haywood, S.

Mobilizing volunteer tutors to improve student literacy: Implementation, impacts, and costs of the Reading Partners program . (2015). Jacob, R. T., Armstrong, C., & Willard, J. A.

The Results of a Randomized Control Trial Evaluation of the SPARK Literacyeracy Program. (2015). Jones, C. J.

Catch Up® Literacyeracy: Evaluation report and executive summary. (2015). Rutt, S., Kettlewell, K., & Bernardenelli, D.

Butterfly Phonics: Evaluation report and executive summary. (2015). Merrell, C., & Kasim, A.

Rapid Phonics: Evaluation report and executive summary. (2015). King, B., & Kasim, A.

Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial. (2015). Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015)

Examining the efficacy of Burst:Reading literacy intervention . (2015). Pappas, S., York, A., Wang, Y., & Richards, K.