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 151 - 165 of 165

Community-based early reading intervention for at-risk first graders. ( ). Vadasy, P. F., Jenkins, J. R., Antil, L. R., & Wayne, S. K.. Learning Disabilities Research & Practice.. https://eric.ed.gov/?id=EJ541022

The Effectiveness of One-to-One Tutoring by Community Tutors for at-Risk Beginning Readers. ( ). Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O’Connor, R. E.. Learning Disability Quarterly, 20(2), 126–139. https://doi.org/10.2307/1511219

An evaluation of the paired reading program using competency-based training. ( ). Miller, B. V., & Kratochwill, T. R.. School Psychology International, 17(3), 269–291. https://doi.org/10.1177/0143034396173003

An evaluation of reading recovery. ( ). Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M.. Reading Research Quarterly. https://researchers.mq.edu.au/en/publications/an-evaluation-of-reading-recovery

Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. ( ). Hatcher, P. J., Hulme, C., & Ellis, A. W.. Child Development, 65(1), 41–57. https://doi.org/10.2307/1131364

Comparing Instructional Models for the Literacyeracy Education of High-Risk First Graders. ( ). Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M.. Reading Research Quarterly, 29(1), 9–39. https://doi.org/10.2307/747736

Parent tutoring, reading instruction and curricular assessment. ( ). Erion, R. J.. https://www.jstor.org/stable/42899871?seq=1#metadata_info_tab_contents

Comparing instructional models for the literacy education of high-risk first graders. ( ). Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M.. Reading Research Quarterly, 29(1), 8–39. https://doi.org/10.2307/747736

Effects of an experimental mentoring program on measures of performance of at-risk elementary students . ( ). Lorenzo, S. L.. Doctoral dissertation, University of South Florida

Use of the SEARCH/TEACH tutoring approach with middle-class students at risk for reading failure. ( ). Mantzicopoulos, P., Morrison, D., Stone, E., & Setrakian, W.. The Elementary School Journal, 92(5), 573–586. https://doi.org/10.1086/461707

Effects of parent and volunteer tutoring on reading achievement of third grade at-risk students. ( ). Nielson, B. B.

Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. ( ). Morris, D., Shaw, B., & Perney, J.. The Elementary School Journal. https://psycnet.apa.org/record/1991-13826-001

The Effectiveness of Volunteer Reading Help and the Nature of the Reading Help Provided in Practice. ( ). Loenen, A.. British Educational Research Journal, 15(3), 297–316. https://doi.org/10.1080/0141192890150306

Reading Recovery: Early intervention for at-risk first graders. ( ). Pinnell, G. S., DeFord, D. E., & Lyons, C. A.. Educational Research Service. https://ies.ed.gov/ncee/wwc/Study/77687

Parent tutoring as a supplement to compensatory education for first-grade children. ( ). Mehran, M., & White, K. R.. Remedial and Special Education. https://psycnet.apa.org/record/1988-37227-001