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 50The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. (2020). Nickow, A.J., Oreopoulos, P., & Quan, V.. EdWorkingPapers.com. https://doi.org/10.26300/eh0c-pc52
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors Learning and Instruction. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.. Learning and Instruction, 60, 54–65. https://doi.org/10.1016/j.learninstruc.2018.11.004
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.. Learning and Instruction, 60, 54–65. https://doi.org/10.1016/j.learninstruc.2018.11.004
Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: A randomised controlled trial. (2019). Hickey, A., & Flynn, R.. Oxford Review of Education, 45, 519–537. https://doi.org/10.1080/03054985.2019.1607724
A 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
Evaluation Report. (2019). Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M.. London: Education Endowment Foundation
Strengthening Children’s Math Skills with Enhanced Instruction The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes. (2018). Mattera, S., Jacob, R., & Morris, P. . MDRC. https://www.mdrc.org/publication/strengthening-children-s-math-skills-enhanced-…
Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. (2018). Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K.. The Journal of Educational Research. https://www.tandfonline.com/doi/abs/10.1080/00220671.2017.1393650?forwardServic…
Benefits of structured after-school literacy tutoring by university students for struggling elementary readers. (2018). Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H.. Reading & Writing Quarterly. https://www.tandfonline.com/doi/abs/10.1080/10573569.2017.1357156
Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation the elementary school journal. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. Learning Disability Quarterly. https://psycnet.apa.org/record/2017-23302-004
Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. The Elementary School Journal. https://psycnet.apa.org/record/2017-23302-004
Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers. (2016). Jacob, R., Armstrong, C., Bowden, A. B., & Pan, Y.. Journal of Research on Educational Effectiveness, 9(1), 67–92. https://doi.org/10.1080/19345747.2016.1138560
Effectiveness of a group-based academic tutoring program for children in foster care: A randomized controlled trial. (2016). Harper, J., & Schmidt, F.. Children and Youth Services Review, 67(C), 238–246. https://ideas.repec.org/a/eee/cysrev/v67y2016icp238-246.html
Examining the efficacy of Burst:Reading literacy intervention . (2015). Pappas, S., York, A., Wang, Y., & Richards, K.. https://charts.intensiveintervention.org/intervention/toolGRP/b72b5683944c3bf5
Durham shared maths project. (2015). Lloyd, C., Edovald, T., Morris, S., Kiss, Z., Skipp, A., & Haywood, S. . London: Education Endowment Foundation. https://core.ac.uk/download/pdf/161892207.pdf
The effect of explicit and direct generative strategy training and working memory on word problem-solving accuracy in children at risk for math difficulties. (2014). Swanson, H. L., Moran, A., Lussier, C., & Fung, W.. Learning Disability Quarterly. https://journals.sagepub.com/doi/10.1177/0731948713507264
Impact Evaluation of the Minnesota Reading Corps K-3 Program. (2014). Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Silberglitt, B.. Corporation for National and Community Service. https://files.eric.ed.gov/fulltext/ED560018.pdf
A Randomized Controlled Trial Evaluation of Time to Read, a Volunteer Tutoring Program for 8- to 9-Year-Olds. (2013). Miller, S., & Connolly, P.. Educational Evaluation and Policy Analysis, 35(1), 23–37. https://www.jstor.org/stable/23356968
The Gender Effects of a Foster Parent-Delivered Tutoring Program on Foster Children’s Academic Skills and Mental Health: A Randomized Field Trial. (2013). Marquis, R.. Thesis, Université d’Ottawa / University of Ottawa. https://doi.org/10.20381/ruor-3093
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
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
The Effect of the Experience Corps® Program on Student Reading Outcomes. (2012). Lee, Y. S., Morrow-Howell, N., Jonson-Reid, M., & McCrary, S.. Education and Urban Society, 44(1), 97–118. https://doi.org/10.1177/0013124510381262
The effects of a volunteer mentoring programme on reading outcomes among eight- to nine-year-old children: A follow up randomized controlled trial. (2012). Miller, S., Connolly, P., & Maguire, L. K.. Journal of Early Childhood Research, 10(2), 134–144. https://doi.org/10.1177/1476718X11407989
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 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
Responsiveness of students with language difficulties to early intervention in reading. (2010). O'Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L.. The Journal of Special Education. https://journals.sagepub.com/doi/10.1177/0022466908317789
Efficacy of supplemental phonics-based instruction for lowskilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010). Vadasy, P. F. & Sanders, E. A.. Journal of Educational Psychology. https://psycnet.apa.org/record/2010-21221-001
A parent involvement intervention with elementary school students: The effectiveness of parent tutoring on reading achievement. (2009). Goudey, J.. ERA. https://era.library.ualberta.ca/items/2941ab77-bab7-480c-9ce3-e2340d068db3
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., ... & Zumeta, R. O.. Journal of Educational Psychology. https://pubmed.ncbi.nlm.nih.gov/19865600/
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.. Learning Disabilities Research & Practice : A Publication of the Division for Learning Disabilities, Council for Exceptional Children, 24(1), 1–11. https://doi.org/10.1111/j.1540-5826.2008.01272.x