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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 211 - 240 of 289

Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Replication and Comparison of Instructional Groupings. (2008). Vadasy, P. F., & Sanders, E. A.

Addressing the learning needs of struggling adolescent readers: The impact of a reading intervention program on students in a middle school setting. (2007). Caggiano, J. A.

Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. (2007). Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A.

Closing the reading gap: Findings from a randomized trial of four reading interventions for striving readers. (2007). Torgesen, J. K., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … Haan, C.

Long‐term outcomes of early reading intervention. (2007). Hurry, J., & Sylva, K.

The Effects of the Fast Start Program on the Reading Achievement of Emergent and Beginning Readers: A Replication and Extension. (2007). Mears, P. R.

Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. (2007). Vadasy, P. F., Sanders, E. A., & Tudor, S.

Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns. (2007). Lane, K. L., Fletcher, T., Carter, E. W., Dejud, C., & DeLorenzo, J.

National Assessment of Title I: Interim report. Volume II: Closing the reading gap - First year findings from a randomized trial of four reading interventions for striving readers. (2006). Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., & Haan, C.

Effect of a combined repeated reading and question generation intervention on reading achievement. (2006). Therrien, W. J., Wickstrom, K., & Jones, K.

Efficacy of small group reading intervention for beginning readers with reading‐delay: A randomised controlled trial. (2006). Hatcher, P. J., Hulme, C., Miles, J. N. V., Carroll, J. M., Hatcher, J., Gibbs, S., Smith, G., Bowyer‐Crane, C., & Snowling, M. J.

Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Randomized Field Trial with Paraeducator Implementers. (2006). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.

Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. (2006). Vaughn, Sharon, et al.

Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. (2006). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.

Effects of a prereading intervention on the literacy and social skills of children. (2005). Nelson, J. R., Stage, S. A., Epstein, M. H., & Pierce, C. D.

An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. (2005). Nelson, J. R., Benner, G. J., & Gonzales, J.

Closing the achievement gap: A structured approach to group counseling. (2005). Campbell, C. A., & Brigman, G.

Fostering the development of reading skill through supplemental instruction: Results for Hispanic and non‐Hispanic students. (2005). Gunn, B., Smolkowski, K., Biglan, A., Black, C., & Blair, J.

Tutor-assisted intensive learning strategies in kindergarten: How much is enough?. (2005). Al Otaiba, S., Schatschneider, C., & Silverman, E.

America Reads: The effects of a federal work-study tutoring program on literacy achievement and attitudes of teachers, tutors, and children. (2005). Woo, D. G.

The effects of Read Naturally on fluency and reading comprehension: A supplemental service intervention. (2005). Heistad, D.

The effects of theoretically different instruction and student characteristics on the skills of struggling readers. (2005). Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C.

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention. (2005). Schwartz, R. M.

Severe Reading Difficulties--Can They Be Prevented? A Comparison of Prevention and Intervention Approaches. (2005). Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeney, J. M.

The Effects of Fast Start Reading: A Fluency-BasedHome Involvement Reading Program, On the Reading Achievement of Beginning Readers. (2005). Rasinski, T., & Stevenson, B.

The Prevention, Identification, and Cognitive Determinants of Math Difficulty. (2005). Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L.

Supporting families in a high‐risk setting: Proximal effects of the SAFE Children Preventive Intervention. (2004). Tolan, P., Gorman‐Smith, D., & Henry, D.

The Efficacy of an Early Literacyeracy Tutoring Program Implemented by College Students. (2004). Allor, J., & McCathren, R.

Short-term impact of experience Corps® participation on children and schools: Results from a pilot randomized trial. (2004). Rebok, G. W., Carlson, M. C., Glass, T. A., McGill, S., Hill, J., Wasik, B. A., Ialongo, N., Frick, K. D., Fried, L. P., & Rasmussen, M. D.

The effectiveness of the HOSTS program in improving the reading achievement of children at‐risk for reading failure. (2004). Burns, M. K., Senesac, B. V., & Symington, T.