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.
If you have additional research studies (quantitative or qualitative) that you would like to share, please fill out this form or send an email to info@studentsupportaccelerator.org.
Displaying 1 - 30 of 37A multi-sensory tutoring program for students atrisk of reading difficulties: Evidence from a randomized field experiment. (2019). Bøg, M., Dietrichson, J., & Aldenius, A.. Working Paper. https://ideas.repec.org/p/hhs/ifauwp/2019_007.html
Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. (2019). Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M.. Journal of Learning Disabilities, 52(1), 31–44. https://doi.org/10.1177/0022219418775113
Evaluation Report. (2019). Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M.. London: Education Endowment Foundation
Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?. (2019). Malone, A. S., Fuchs, L. S., Sterba, S. K., Fuchs, D., & Foreman-Murray, L.. Contemporary Educational Psychology, 59, 101782. https://eric.ed.gov/?id=ED595127
Maths Counts Evaluation report and executive summary . (2018). See, B. H., Morris, R., Gorard S. G., Siddiqui, N.. London: Education Endowment Foundation. http://wrap.warwick.ac.uk/118127/
Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. (2017). Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P.. Journal of Educational Psychology, 109(8), 1103–1119. https://doi.org/10.1037/edu0000184
Testing the efficacy of a kindergarten mathematics intervention by small group size. (2017). Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. . AERA Open, 3(2), 2332858417706899. https://doi.org/10.1177/2332858417706899
Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. (2016). Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. . Journal of Learning Disabilities, 50(6), 631–639. https://doi.org/10.1177/0022219416677249
Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. (2016). Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K.. Exceptional Children, 83(1), 92–110. https://doi.org/10.1177/0014402916660084
Effects of intervention to improve at-risk fourth graders' understanding, calculations, and word problems with fractions . (2016). Fuchs, L. S., Schumacher, R. F., Long, J., Jessica, N., Malone, A. S., Amber, W., & ... Changas, P. . Elementary School Journal, 116(4), 625–651. doi:10.1080/19345747.2015.1123336
Examining the efficacy of a tier 2 kindergarten mathematics intervention. (2016). Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. . Journal of Learning Disabilities, 49(2), 152–165. https://doi.org/10.1177/0022219414538514
Examining the efficacy of Burst:Reading literacy intervention . (2015). Pappas, S., York, A., Wang, Y., & Richards, K.. https://charts.intensiveintervention.org/intervention/toolGRP/b72b5683944c3bf5
Catch Up® Numeracy Evaluation Report and Executive Summary . (2014). Rutt, S., Easton, C., & Stacey, O. . London: Education Endowment Foundation. https://www.nfer.ac.uk/publications/EFCU01/EFCU01.pdf
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.. Journal of Educational Psychology, 106(1), 46–57. https://doi.org/10.1037/a0033663
Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. (2013). Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S.. Journal of Educational Psychology, 105(4), 1175–1187. https://doi.org/10.1037/a0032143
Efficacy of the Leveled Literacyeracy Intervention System for K–2 urban students: An empirical evaluation of LLI in Denver Public Schools. (2013). Ransford-Kaldon, C. R., Ross, C. L., Lee, C. C., Sutton Flynt, E., Franceschini, L. A., & Zoblotsky, T. A.. Memphis, TN: Center for Research in Educational Policy.. https://ies.ed.gov/ncee/wwc/Study/85470
Replicating the impact of a supplemental beginning reading intervention: The role of instructional context. (2013). Coyne, M. D., Literacytle, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., Simmons, L., Hagan-Burke, S., & Civetelli, C.. Journal of Research on Educational Effectiveness, 6(1), 1–23. https://doi.org/10.1080/19345747.2012.706694
Reading Interventions With Varying Instructional Emphases for Fourth Graders With Reading Difficulties. (2012). Wanzek, J., & Roberts, G.. Learning Disability Quarterly, 35(2), 90-101. https://doi.org/10.1177/0731948711434047
Effects of a randomised reading intervention study: An application of structural equation modelling. (2011). Wolff, U.. Dyslexia (Chichester, England), 17(4), 295–311. https://doi.org/10.1002/dys.438
Pearson Words Their Way: Word study in action: Intervention efficacy study final report . (2011). Eddy, R. M., Ruitman, H. T., Hankel, N., Matelski, M. H., & Schmalstig, M. . La Verne, CA: Cobblestone Applied Research
The effectiveness of a technologically facilitated classroom-based early reading intervention. (2011). Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C.. The Elementary School Journal, 112(1), 107–131. https://doi.org/10.1086/660684
Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners’ response . (2011). Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O.-M., Simmons, L., Johnson, C., Zou, Y., Taylor, A. B., Mcalenney, A. L., Ruby, M., & Crevecoeur, Y. C.. Exceptional Children, 77(2), 207–228. https://doi.org/10.1177/001440291107700204
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.. Learning and Individual Differences, 20(2), 89–100. https://doi.org/10.1016/j.lindif.2009.09.003
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. . Journal of Educational Psychology, 102(4), 786–803. https://doi.org/10.1037/a0019639
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.. Center for Research in Educational Policy (CREP). https://eric.ed.gov/?id=ED544374
Supplemental Fluency Intervention and Determinants of Reading Outcomes. (2009). Vadasy, P. F., & Sanders, E. A.. Scientific Studies of Reading, 13(5), 383–425. https://doi.org/10.1080/10888430903162894
Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. (2008). Vadasy, P. F., & Sanders, E. A.. Journal of Educational Psychology, 100(2), 272–290. https://doi.org/10.1037/0022-0663.100.2.272
A study of Perason's My Sidewalks program: Final Report. (2008). Wilkerson, S. B. . Louisa, VA: Magnolia Consulting. http://www.successforall.org/wp-content/uploads/2018/04/SREE_StrugglingReaders_…
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.. Exceptional Children. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2832201/
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. . Washington, D.C.: US Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/pdf/20084013.pdf