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 - 30 of 66
A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura. (2019). Borman, G. D., Borman, T. H., Park, S. J., & Houghton, S.. American Educational Research Journal. https://journals.sagepub.com/doi/abs/10.3102/0002831219890612

Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. (2018). Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C.. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582

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/

Catch Up® Literacyeracy: Evaluation report and executive summary. (2015). Rutt, S., Kettlewell, K., & Bernardenelli, D.. London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED558735.pdf

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

Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure. (2014). Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K.. Journal of Research on Educational Effectiveness, 7(1), 28–53. https://doi.org/10.1080/19345747.2013.786771

Impact Evaluation of the Minnesota Reading Corps K-3 Program. (2014). Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Silberglitt, B.. Corporation for National and Community Service. https://files.eric.ed.gov/fulltext/ED560018.pdf

TextNow Transition Programme: Evaluation report and executive summary. (2014). Maxwell, B., Connolly, P., Demack, S., O’Hare, L., Stevens, A., & Clague, L. (2014). London: Education Endowment Foundation. https://www.researchgate.net/publication/266599371_TextNow_Transition_Programme…

Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers. (2013). Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E.. Reading Research Quarterly, 48(2), 135–154. https://doi.org/10.1002/rrq.45

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers. (2013). Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E.. Reading Research Quarterly, 48(2), 135–154. https://doi.org/10.1002/rrq.45

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

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

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

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

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 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

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-…

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