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 65Efficacy of supplemental phonics-based instruction for lowskilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010). Vadasy, P. F. & Sanders, E. A.. Journal of Educational Psychology. https://psycnet.apa.org/record/2010-21221-001
Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. (2009). Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M.. Learning Disabilities Research & Practice : A Publication of the Division for Learning Disabilities, Council for Exceptional Children, 24(1), 1–11. https://doi.org/10.1111/j.1540-5826.2008.01272.x
Effects of fact retrieval tutoring on third‐grade students with math difficulties with and without reading difficulties. (2009). Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M.. Learning Disabilities Research & Practice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2682421/
Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. (2009). Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., ... & Zumeta, R. O.. Journal of Educational Psychology. https://pubmed.ncbi.nlm.nih.gov/19865600/
Identifying essential instructional components of literacy tutoring for struggling beginning readers. (2009). Lane, H. B., Pullen, P. C., Hudson, R. F., & Konold, T. R.. Literacyeracy Research and Instruction. https://psycnet.apa.org/record/2010-11443-001
Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?. (2008). Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C.. Journal of Educational Psychology, 100(3). https://psycnet.apa.org/record/2008-10939-001
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
Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. (2008). Vadasy, P. F. & Sanders, E. A.. Reading and Writing. https://eric.ed.gov/?id=EJ815903
Effectiveness 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
Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns. (2007). Lane, K. L., Fletcher, T., Carter, E. W., Dejud, C., & DeLorenzo, J.. Remedial and Special Education, 28(5), 266–276. https://doi.org/10.1177/07419325070280050201
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
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
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
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
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
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
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/
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
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
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 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…
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
The effects of structured one-on-one tutoring in sight word recognition of first-grade students at-risk for reading failure. (2000). Mayfield, L. G.. https://eric.ed.gov/?id=ED449630
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
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