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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 181 - 210 of 289

Validation of a supplemental reading intervention for first‐grade children. (2010). Case, L. Pericola, Speece, D. L., Silverman, R., Ritchey, K. D., Schatschneider, C., Cooper, D. H., Montanaro, E., & Jacobs, D.

Examining the effects of New York Experience Corps® program on young readers. (2010). Gattis, M. N., Morrow‐Howell, N., McCrary, S., Lee, M., Jonson‐Reid, M., McCoy, H., Tamar, K., Molina, A., & Invernizzi, M.

Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. (2010). Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M.. JSTOR

Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010). Vadasy, P. F., & Sanders, E. A.

Effectiveness of a supplemental early reading intervention scaled up in multiple schools. (2010). Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M.

Implementation of effective intervention: An empirical study to evaluate the efficacy of fountas & pinnell’s leveled literacy intervention system . (2010). Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B.

The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. (2010). Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L.

Responsiveness of students with language difficulties to early intervention in reading. (2010). O'Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L.

Effekte eines induktiven Denktrainings auf die Denk‐und Sprachentwicklung bei Vorschulkindern und Erstklasslern in benachteiligten Stadtteilen. (2010). Marx, E., & Keller, K.

Impact evaluation of the U.S. Department of Education's Student Mentoring Program . (2009). Bernstein, L., Dun Rappaport, C., Olsho, L., Hunt, D., & Levin, M.

The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers. (2009). Swanson, H. L., & O'Connor, R.

Promoting early abstraction to promote early literacy and numeracy. (2009). Pasnak, R., Kidd, J. K., Gadzichowski, M. K., Gallington, D. A., Saracina, R. P., & Addison, K. T.

Instructional approaches that significantly increase reading comprehension Journal of Educational Psychology, 101(2), 262– 281. (2009). Block, C. C., Parris, S. R., Reed, K. L., Whiteley, C. S., & Cleveland, M. D.

Supplemental Fluency Intervention and Determinants of Reading Outcomes. (2009). Vadasy, P. F., & Sanders, E. A.

Effects of two grouping conditions on students who are at risk for reading failure. (2009). Helf, S., Cooke, N. L., & Flowers, C. P.

A parent involvement intervention with elementary school students: The effectiveness of parent tutoring on reading achievement. (2009). Goudey, J.

Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. (2009). Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P.

Identifying essential instructional components of literacy tutoring for struggling beginning readers. (2009). Lane, H. B., Pullen, P. C., Hudson, R. F., & Konold, T. R.

Effects of fact retrieval tutoring on third‐grade students with math difficulties with and without reading difficulties. (2009). Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M.

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. (2009). Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M.

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial. (2009). Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., Hamlett, C. L., & Zumeta, R. O.

Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms. (2008). Ryder, J. F., Tunmer, W. E., & Greaney, K. T.

Using the right design to get the ‘wrong’ answer? Results of a random assignment evaluation of a volunteer tutoring programme. (2008). Ritter, G., & Maynard, R.

Effects of Targeted Intervention on Early Literacyeracy Skills of At-Risk Students. (2008). Wang, C., & Algozzine, B.

A study of a response to intervention model for urban sixth‐grade: Analyzing reading, language, and learning differences in Tier 1 and Tier 2. (2008). Block, N. F.

Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. (2008). Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M.

A study of Perason's My Sidewalks program: Final Report. (2008). Wilkerson, S. B.

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?. (2008). Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C.

Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing. (2008). Vadasy, P. F. & Sanders, E. A.

Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. (2008). Vadasy, P. F., & Sanders, E. A.