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 91 - 120 of 142Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. (2007). Vadasy, P. F., Sanders, E. A., & Tudor, S.. Journal of Learning disabilities. https://journals.sagepub.com/doi/abs/10.1177/00222194070400060301
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
Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. (2007). Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A.. American Educational Research Journal, 44(2), 414–448. https://doi.org/10.3102/0002831207302175
Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. (2006). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Remedial and Special Education. https://journals.sagepub.com/doi/10.1177/07419325060270060601
Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. (2006). Vaughn, Sharon, et al.. The Elementary School Journal, 107(2). https://www.journals.uchicago.edu/doi/abs/10.1086/510653
Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial withfuchsparaeducator implementers. (2006). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Journal of Educational Psychology. https://eric.ed.gov/?id=EJ742197
Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Randomized Field Trial with Paraeducator Implementers. (2006). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Journal of Educational Psychology, 98(3), 508–528. https://eric.ed.gov/?id=EJ742197
The Effects of Fast Start Reading: A Fluency-BasedHome Involvement Reading Program, On the Reading Achievement of Beginning Readers. (2005). Rasinski, T., & Stevenson, B.. Reading Psychology, 26(2), 109-125. https://doi.org/10.1080/02702710590930483
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
Tutor-assisted intensive learning strategies in kindergarten: How much is enough?. (2005). Al Otaiba, S., Schatschneider, C., & Silverman, E.. Exceptionality. https://psycnet.apa.org/record/2005-13831-002
The effects of theoretically different instruction and student characteristics on the skills of struggling readers. (2005). Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C.. Reading Research Quarterly. https://www.smu.edu/-/media/Site/Simmons/Research/IEBE/16848730---Scale-Up-RRQ…
America Reads: The effects of a federal work-study tutoring program on literacy achievement and attitudes of teachers, tutors, and children. (2005). Woo, D. G.. Rutgers The State University of New Jersey-New Brunswick
Literacyeracy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention. (2005). Schwartz, R. M.. Journal of Educational Psychology. https://www.researchgate.net/publication/232534076_Literacyeracy_Learning_of_At…
Severe Reading Difficulties--Can They Be Prevented? A Comparison of Prevention and Intervention Approaches. (2005). Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeney, J. M.. Exceptionality, 13(4), 209–227. https://doi.org/10.1207/s15327035ex1304_3
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
Short-term impact of experience Corps® participation on children and schools: Results from a pilot randomized trial. (2004). Rebok, G. W., Carlson, M. C., Glass, T. A., McGill, S., Hill, J., Wasik, B. A., Ialongo, N., Frick, K. D., Fried, L. P., & Rasmussen, M. D.. Journal of Urban Health : Bulletin of the New York Academy of Medicine, 81(1), 79–93. https://doi.org/10.1093/jurban/jth095
The efficacy of an early literacy tutoring program implemented by college students. (2004). Allor, J., & McCathren, R.. Learning Disabilities Research & Practice. https://psycnet.apa.org/record/2004-12913-005
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 a volunteer tutoring model on the early literacy development of struggling first grade students. (2004). Pullen, P. C., Lane, H. B., & Monaghan, M. C.. Literacyeracy Research and Instruction. https://psycnet.apa.org/record/2005-01039-003
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.. https://digitalcommons.unl.edu/dissertations/AAI3092577/
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.. Journal of Emotional and Behavioral Disorders. https://www.researchgate.net/publication/247785524_An_Investigation_of_the_Effe…
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.. Journal of Educational Psychology. https://psycnet.apa.org/record/2004-18154-004
The Efficacy of an Early Literacyeracy Tutoring Program Implemented by College Students. (2004). Allor, J., & McCathren, R.. Learning Disabilities Research & Practice, 19(2), 116–129. https://doi.org/10.1111/j.1540-5826.2004.00095.x
Every moment counts: Pairing struggling young readers with minimally trained tutors. (2002). Cook, J. A.
Adult-mediated reading instruction for third through fifth grade children with reading difficulties. (2002). Lachney, R. P.. LSU Doctoral Dissertations. https://digitalcommons.lsu.edu/gradschool_dissertations/3483
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.. Journal of Educational Psychology. https://psycnet.apa.org/record/2002-18006-003
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.. Learning Disabilities Research & Practice. https://psycnet.apa.org/record/2002-13312-002
Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. (2000). Powell-Smith, K. A., Shinn, M. R., Stoner, G., & Good III, R. H.. School Psychology Review, 29(1), 5–27. https://psycnet.apa.org/record/2000-03323-001
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.. Reading Research Quarterly. https://www.jstor.org/stable/748095?seq=1
Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities. (2000). Vadasy, P. F., Jenkins, J. R., & Pool, K.. Journal of Learning Disabilities. https://pubmed.ncbi.nlm.nih.gov/15495399/