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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 121 - 150 of 289

Paired Reading: Evaluation report and executive summary. (2015). Lloyd, C., Edovald, T., Kiss, Z., Morris, S., Skipp, A., & Ahmed, H. (2015)

The effect of tutoring with nonstandard equations for students with mathematics difficulty. (2015). Powell, S. R., Driver, M. K., & Julian, T. E.

The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty. (2015). Powell, S. R., & Driver, M. K.

Effects of data-based instruction for students with intensive early writing needs: A randomized control trial. (2015). Jung, P. G.

Intensive reading with reading lists: An intervention study. (2015). Fälth, L., Nilvius, C., & Anvegård, E.

Perry Beeches Coaching Programme: Evaluation report and executive summary. (2015). Lord, P., Bradshaw, S., Stevens, E., & Styles, B.

Effects of remedial numeracy instruction throughout kindergarten starting at different ages: Evidence from a large‐scale longitudinal study. (2014). Toll, S., & Van Luit, J.

Instructing first‐grade children on patterning improves reading and mathematics. (2014). Kidd, J. K., Pasnak, R., Gadzichowski, K. M., Gallington, D. A., McKnight, P., Boyer, C. E., & Carlson, A.

Does working memory moderate the effects of fraction intervention? An aptitude‐treatment interaction. (2014). Fuchs, L. S., Schumacher, R. F., Sterba, S. K., Long, J., Namkung, J., Malone, A., Hamlett, C. L., Jordan, N. C., Gersten, R., Siegler, R. S., & Changas, P.

Does calculation or word‐problem instruction provide a stronger route to prealgebraic knowledge?. (2014). Fuchs, L. S., Powell, S. R., Cirino, P. T., Schumacher, R. F., Marrin, S., Hamlett, C. L., Fuchs, D., Compton, D. L., & Changas, P. C.

Effects of differentiated reading instruction on student achievement in middle school. (2014). Little, C. A., McCoach, D. B., & Reis, S. M.

Morphological awareness intervention with kindergarteners and first and second grade students from low SES homes: A small efficacy study. (2014). Apel, K., & Diehm, E.

The effect of phonics‐enhanced Big Book reading on the language and literacy skills of 6‐year‐old pupils of different reading ability attending lower SES schools. (2014). Tse, L., & Nicholson, T.

Effekter av intensivundervisning i matematik Utvärdering av ett pilotprojekt med personlig tränare i matematik för elever i behov av särskilt stöd. (2014). Hansson, Å.

Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?. (2014). Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G.

Catch up numeracy: Evaluation report and executive summary. (2014). Rutt, S., Easton, C., & Stacey, O.

TextNow Transition Programme: Evaluation report and executive summary. (2014). Maxwell, B., Connolly, P., Demack, S., O’Hare, L., Stevens, A., & Clague, L. (2014)

Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities . (2014). Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K.

An experimental evaluation of guided reading and explicit interventions for primary-grade students at-risk for reading difficulties. (2014). Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S.

Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure. (2014). Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K.

Impact Evaluation of the Minnesota Reading Corps K-3 Program. (2014). Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Silberglitt, B.

The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. (2014). Cook, P. J., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J., Mayer, S., Pollack, H., & Steinberg, L.

The effect of explicit and direct generative strategy training and working memory on word problem-solving accuracy in children at risk for math difficulties. (2014). Swanson, H. L., Moran, A., Lussier, C., & Fung, W.

Catch Up Numeracy Evaluation Report and Executive Summary . (2014). Rutt, S., Easton, C., & Stacey, O.

The impact of a counseling/tutorial program on at‐risk students. (2013). Gillum, F.

Computer‐assisted interventions targeting reading skills of children with reading disabilities - A longitudinal study. (2013). Fälth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I.

A number sense intervention for low‐income kindergartners at risk for mathematics difficulties. (2013). Dyson, N. I., Jordan, N. C., & Glutting, J.

A one-to-one programme for at-risk readers delivered by older adult volunteers . (2013). Fives, A., Kearns, N., Devaney, C., Canavan, J., Russell, D., Lyons, R., Eaton, P., & O’Brien, A.

A Randomized Controlled Trial Evaluation of Time to Read, a Volunteer Tutoring Program for 8- to 9-Year-Olds. (2013). Miller, S., & Connolly, P.

A one-to-one programme for at-risk readers delivered by older adult volunteers. (2013). Fives, A., Kearns, N., Devaney, C., Canavan, J., Russell, D., Lyons, R., Eaton, P., & O’Brien, A.