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 241 - 270 of 289

An investigation of the effects of a comprehensive reading intervention on the beginning reading skills of first graders at risk for emotional and behavioral disorders. (2004). Mooney, P. J.

An investigation of the effects of an intensive early literacy support program on the phonological processing skills of kindergarten children at-risk of emotional and behavioral disorders. (2004). Benner, G. J., Gonzalez, J. E., Nelson, R.

Effects of intensive reading remediation for second and third graders and a 1-year follow-up. (2004). Blachman, B. A., Schatschneider, C., Fletcher, J. M., Francis, D. J., Clonan, S. M., Shaywitz, B. A., & Shaywitz, S. E.

The efficacy of an early literacy tutoring program implemented by college students. (2004). Allor, J., & McCathren, R.

Effects of reading decodable texts in supplemental first-grade tutoring. (2004). Jenkins, J. R., Peyton, J. A., Sanders, E. A., & Vadasy, P. F.

Effects of a volunteer tutoring model on the early literacy development of struggling first grade students. (2004). Pullen, P. C., Lane, H. B., & Monaghan, M. C.

Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. (2004). Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E.

A comparison of teacher‐directed versus peer‐assisted instruction to struggling first‐grade readers. (2003). Mathes, P. G., Torgesen, J. K., Clancy‐Menchetti, J., Santi, K., Nicholas, K., Robinson, C., & Grek, M.

Reading instruction grouping for students with reading difficulties. (2003). Vaughn, S., Linan‐Thompson, S., Kouzekanani, K., Pedrotty Bryant, D., Dickson, S., & Blozis, S. A.

An examination of the effects of the America Reads tutoring program and tutor training on the attitude and academic achievement of urban at‐risk minority students. (2002). Al‐Hazza, T. C.

Explicitly Teaching for Transfer: Effects on the Mathematical Problem‐Solving Performance of Students with Mathematics Disabilities. (2002). Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Appleton, A. C.

Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. (2002). O'Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond, N.

Adult-mediated reading instruction for third through fifth grade children with reading difficulties. (2002). Lachney, R. P.

Every moment counts: Pairing struggling young readers with minimally trained tutors. (2002). Cook, J. A.

Book buddies in the Bronx: Testing a model for America Reads. (2001). Meier, J. D., & Invernizzi, M.

The effectiveness of a group reading instruction program with poor readers in multiple grades. (2001). Rashotte, C. A., MacPhee, K., & Torgesen, J. K.

A comparison of two reading interventions for children with reading disabilities. (2000). O'Shaughnessy, T. E., & Swanson, H. L.

Why do some resist phonological intervention? A Swedish longitudinal study of poor readers in grade 4. (2000). Gustafson, S., Samuelsson, S., & Rönnberg, J.

When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training . (2000). Baker, S., Gersten, R., & Keating, T.

Early Steps: Replicating the effects of a first-grade reading intervention program. (2000). Morris, D., Tyner, B., & Perney, J.

The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School. (2000). Gunn, B., Biglan, A., Smolkowski, K., & Ary, D.