Research Database

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 - 29 of 29
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

Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure. (2014). Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K.. Journal of Research on Educational Effectiveness, 7(1), 28–53. https://doi.org/10.1080/19345747.2013.786771

Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers. (2013). Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E.. Reading Research Quarterly, 48(2), 135–154. https://doi.org/10.1002/rrq.45

Effects of first-grade number knowledge tutoring with contrasting forms of practice. (2013). Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., ... & Bryant, J. D. Journal of Educational Psychology. https://psycnet.apa.org/record/2012-26193-001

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers. (2013). Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E.. Reading Research Quarterly, 48(2), 135–154. https://doi.org/10.1002/rrq.45

Early numeracy intervention program for first-grade students with mathematics difficulties. (2011). Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R.. Exceptional Children. https://journals.sagepub.com/doi/abs/10.1177/001440291107800101

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/

Identifying essential instructional components of literacy tutoring for struggling beginning readers. (2009). Lane, H. B., Pullen, P. C., Hudson, R. F., & Konold, T. R.. Literacyeracy Research and Instruction. https://psycnet.apa.org/record/2010-11443-001

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. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2682421/

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

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.. Journal of Educational Psychology, 100(3). https://psycnet.apa.org/record/2008-10939-001

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.. Remedial and Special Education, 28(5), 266–276. https://doi.org/10.1177/07419325070280050201

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.. Journal of Educational Psychology, 97(3), 493–513. https://doi.org/10.1037/0022-0663.97.3.493

Effects of reading decodable texts in supplemental first-grade tutoring. (2004). Jenkins, J. R., Peyton, J. A., Sanders, E. A., & Vadasy, P. F.. Scientific Studies of Reading. https://psycnet.apa.org/record/2004-11017-004

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.. The Elementary School Journal, 104(4), 289–305. https://doi.org/10.1086/499754