Academic Research Studies on Tutoring

Displaying 1 - 30 of 87
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

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

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

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

Effects of tutorial interventions in mathematics and attention for low-performing preschool children. (2016). Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., ... & Roberts, G.. Journal of Research on Educational Effectiveness. https://files.eric.ed.gov/fulltext/EJ1115262.pdf

The effect of tutoring with nonstandard equations for students with mathematics difficulty. (2015). Powell, S. R., Driver, M. K., & Julian, T. E.. Journal of Learning Disabilities. https://psycnet.apa.org/record/2015-36636-006

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

The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. (2014). Cook, P. J., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J., Mayer, S., Pollack, H., & Steinberg, L.. National Bureau of Economic Research, Inc.. https://econpapers.repec.org/paper/nbrnberwo/19862.htm

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

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

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

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

A one-to-one programme for at-risk readers delivered by older adult volunteers. (2013). Fives, A., Kearns, N., Devaney, C., Canavan, J., Russell, D., Lyons, R., Eaton, P., & O’Brien, A.. Review of Education. https://doi.org/10.1002/rev3.3016

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