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 61 - 90 of 91
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

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 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

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

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

Early Steps: Replicating the effects of a first-grade reading intervention program. (2000). Morris, D., Tyner, B., & Perney, J.. Journal of Educational Psychology, 92(4), 681–693. https://doi.org/10.1037/0022-0663.92.4.681

The effectiveness of adult volunteer tutoring on reading among “at risk” first grade children. (1998). Rimm‐Kaufman, S. E., Kagan, J., & Byers, H.. Literacyeracy Research and Instruction

The Effectiveness of One-to-One Tutoring by Community Tutors for at-Risk Beginning Readers. (1997). Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O’Connor, R. E.. Learning Disability Quarterly, 20(2), 126–139. https://doi.org/10.2307/1511219

Community-based early reading intervention for at-risk first graders. (1997). Vadasy, P. F., Jenkins, J. R., Antil, L. R., & Wayne, S. K.. Learning Disabilities Research & Practice.. https://eric.ed.gov/?id=EJ541022

An evaluation of the paired reading program using competency-based training. (1996). Miller, B. V., & Kratochwill, T. R.. School Psychology International, 17(3), 269–291. https://doi.org/10.1177/0143034396173003

An evaluation of reading recovery. (1995). Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M.. Reading Research Quarterly. https://researchers.mq.edu.au/en/publications/an-evaluation-of-reading-recovery

Effects of an experimental mentoring program on measures of performance of at-risk elementary students . (1993). Lorenzo, S. L.. Doctoral dissertation, University of South Florida