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 51A 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
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura. (2019). Borman, G. D., Borman, T. H., Park, S. J., & Houghton, S.. American Educational Research Journal. https://journals.sagepub.com/doi/abs/10.3102/0002831219890612
1stClass@Number Evaluation report and executive summary. (2018). Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., & Sanders-Ellis, D. . London: Education Endowment Foundation
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/
Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. (2018). Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C.. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582
The Impacts of Reading Recovery at scale: Results from the 4-year i3 external evaluation. (2018). Sirinides, P., Gray, A., & May, H.. Educational Evaluation and Policy Analysis. https://journals.sagepub.com/doi/abs/10.3102/0162373718764828
Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. (2016). May, H., Sirinides, P. M., Gray, A., & Goldsworthy, H.. CPRE Research Reports. https://repository.upenn.edu/cpre_researchreports/81/
The Results of a Randomized Control Trial Evaluation of the SPARK Literacyeracy Program. (2015). Jones, C. J. . UVM Education. https://www.nationalservice.gov/sites/default/files/evidenceexchange/FR_BoysGir…
Examining the efficacy of Burst:Reading literacy intervention . (2015). Pappas, S., York, A., Wang, Y., & Richards, K.. https://charts.intensiveintervention.org/intervention/toolGRP/b72b5683944c3bf5
Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial. (2015). Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015). American Educational Research Journal, 52(3), 516–546. https://doi.org/10.3102/0002831214565787
Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities . (2014). Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. . School Psychology Review, 43(2). https://files.eric.ed.gov/fulltext/EJ1142175.pdf
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
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., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., Bryant, J. D., Luther, K., & Changas, P. . Journal of Educational Psychology, 105(1), 58–77. https://doi.org/10.1037/a0030127
Every Child Counts: Testing policy effectiveness using a randomised controlled trial, designed, conducted and reported to CONSORT standards. (2013). Torgerson, C. J., Wiggins, A., Torgerson, D., Ainsworth, H., & Hewitt, C. . doi:10.1080/14794802.2013.797746. doi:10.1080/14794802.2013.797746
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
Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement. (2013). Smith, T. M., Cobb, P., Farran, D. C., Cordray, D. S., & Munter, C. . American Educational Research Journal, 50(2), 397–428. https://doi.org/10.3102/0002831212469045
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
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
Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled First Graders: How Language Minority Status and Pretest Characteristics Moderate Treatment Response. (2011). Vadasy, P. F., & Sanders, E. A. . Scientific Studies of Reading, 15(6), 471–497. https://doi.org/10.1080/10888438.2010.501091
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
Effectiveness of a supplemental early reading intervention scaled up in multiple schools. (2010). Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M.. The Meadows Center for Preventing Educational Risk. https://www.meadowscenter.org/library/resource/effectiveness-of-a-supplemental-…
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
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
Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. (2009). Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. . Annals of Dyslexia, 60(1), 40–56. https://doi.org/10.1007/s11881-009-0032-y
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
Effects of Targeted Intervention on Early Literacyeracy Skills of At-Risk Students. (2008). Wang, C., & Algozzine, B.. Journal of Research in Childhood Education, 22(4), 425–439. https://doi.org/10.1080/02568540809594637
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/