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 31 - 60 of 71Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners’ response . (2011). Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O.-M., Simmons, L., Johnson, C., Zou, Y., Taylor, A. B., Mcalenney, A. L., Ruby, M., & Crevecoeur, Y. C.. Exceptional Children, 77(2), 207–228. https://doi.org/10.1177/001440291107700204
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
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
Using the right design to get the ‘wrong’ answer? Results of a random assignment evaluation of a volunteer tutoring programme. (2008). Ritter, G., & Maynard, R.. Journal of Children’s Services, 3(2), 4–16. https://doi.org/10.1108/17466660200800008
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/
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
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
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…
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
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
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
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/
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 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
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…
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
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
Every moment counts: Pairing struggling young readers with minimally trained tutors. (2002). Cook, J. A.
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
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, 35(4), 494–519. 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/
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
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
Longitudinal Study of the Reading Recovery Program. (1999). Huggins, R.. Detroit, MI: Detroit Public Schools Retried April 8, 2021 from Educational Resources Information Center (ERIC). https://files.eric.ed.gov/fulltext/ED430067.pdf
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
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