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 75A 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
Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. (2013). Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S.. Journal of Educational Psychology, 105(4), 1175–1187. https://doi.org/10.1037/a0032143
Replicating the impact of a supplemental beginning reading intervention: The role of instructional context. (2013). Coyne, M. D., Literacytle, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., Simmons, L., Hagan-Burke, S., & Civetelli, C.. Journal of Research on Educational Effectiveness, 6(1), 1–23. https://doi.org/10.1080/19345747.2012.706694
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
Involving parents in paired reading with preschoolers: Results from a randomized controlled trial. (2013). Lam, S. F., Chow-Yeung, K., Wong, B. P., Lau, K. K., & Tse, S. I.. Contemporary Educational Psychology. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1011.7530&rep=rep1&typ…
The Gender Effects of a Foster Parent-Delivered Tutoring Program on Foster Children’s Academic Skills and Mental Health: A Randomized Field Trial. (2013). Marquis, R.. Thesis, Université d’Ottawa / University of Ottawa. https://doi.org/10.20381/ruor-3093
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
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
The effects of a volunteer mentoring programme on reading outcomes among eight- to nine-year-old children: A follow up randomized controlled trial. (2012). Miller, S., Connolly, P., & Maguire, L. K.. Journal of Early Childhood Research, 10(2), 134–144. https://doi.org/10.1177/1476718X11407989
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
The effectiveness of a technologically facilitated classroom-based early reading intervention. (2011). Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C.. The Elementary School Journal, 112(1), 107–131. https://doi.org/10.1086/660684
Effects 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
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
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010). Vadasy, P. F., & Sanders, E. A. . Journal of Educational Psychology, 102(4), 786–803. https://doi.org/10.1037/a0019639
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
Efficacy 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
Responsiveness of students with language difficulties to early intervention in reading. (2010). O'Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L.. The Journal of Special Education. https://journals.sagepub.com/doi/10.1177/0022466908317789
Supplemental Fluency Intervention and Determinants of Reading Outcomes. (2009). Vadasy, P. F., & Sanders, E. A.. Scientific Studies of Reading, 13(5), 383–425. https://doi.org/10.1080/10888430903162894
A parent involvement intervention with elementary school students: The effectiveness of parent tutoring on reading achievement. (2009). Goudey, J.. ERA. https://era.library.ualberta.ca/items/2941ab77-bab7-480c-9ce3-e2340d068db3
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_…
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
Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. (2008). Vadasy, P. F., & Sanders, E. A.. Journal of Educational Psychology, 100(2), 272–290. https://doi.org/10.1037/0022-0663.100.2.272
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
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
The Effects of the Fast Start Program on the Reading Achievement of Emergent and Beginning Readers: A Replication and Extension. (2007). Mears, P. R.. 132. https://digitalcommons.georgefox.edu/cgi/viewcontent.cgi?article=1039&context=e…
Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Randomized Field Trial with Paraeducator Implementers. (2006). Vadasy, P. F., Sanders, E. A., & Peyton, J. A.. Journal of Educational Psychology, 98(3), 508–528. https://eric.ed.gov/?id=EJ742197
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
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
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
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