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 - 23 of 23
Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. (2017). Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P.. Journal of Educational Psychology, 109(8), 1103–1119. https://doi.org/10.1037/edu0000184

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/

Rapid Phonics: Evaluation report and executive summary. (2015). King, B., & Kasim, A.. London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581293

An experimental evaluation of guided reading and explicit interventions for primary-grade students at-risk for reading difficulties. (2014). Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S.. Journal of Research on Educational Effectiveness, 7(3), 268–293. https://doi.org/10.1080/19345747.2014.906010

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

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

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, 1(3), 254–280. https://doi.org/10.1002/rev3.3016

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

The effect of the experience corps® program on student reading outcomes . (2012). Lee, Y. S., Morrow-Howell, N., Jonson-Reid, M., & McCrary, S. .. Education and Urban Society, 44(1), 97–118. https://doi.org/10.1177/0013124510381262

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

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

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-…

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

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

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

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

Prevention and remediation of severe reading disabilities: Keeping the end in mind. (1997). Torgesen, J. K., Wagner, R. K., & Rashotte, C. A.. Scientific Studies of Reading, 1(3), 217–234. https://doi.org/10.1207/s1532799xssr0103_3

Comparing Instructional Models for the Literacyeracy Education of High-Risk First Graders. (1994). Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M.. Reading Research Quarterly, 29(1), 9–39. https://doi.org/10.2307/747736

Comparing instructional models for the literacy education of high-risk first graders. (1994). Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M.. Reading Research Quarterly, 29(1), 8–39. https://doi.org/10.2307/747736

Use of the SEARCH/TEACH tutoring approach with middle-class students at risk for reading failure. (1992). Mantzicopoulos, P., Morrison, D., Stone, E., & Setrakian, W.. The Elementary School Journal, 92(5), 573–586. https://doi.org/10.1086/461707