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 121 - 150 of 155
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

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

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

Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. (2000). Powell-Smith, K. A., Shinn, M. R., Stoner, G., & Good III, R. H.. School Psychology Review, 29(1), 5–27. https://psycnet.apa.org/record/2000-03323-001

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

The Effectiveness of One-to-One Tutoring by Community Tutors for at-Risk Beginning Readers. (1997). Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O’Connor, R. E.. Learning Disability Quarterly, 20(2), 126–139. https://doi.org/10.2307/1511219

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

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

An evaluation of the paired reading program using competency-based training. (1996). Miller, B. V., & Kratochwill, T. R.. School Psychology International, 17(3), 269–291. https://doi.org/10.1177/0143034396173003

An evaluation of reading recovery. (1995). Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M.. Reading Research Quarterly. https://researchers.mq.edu.au/en/publications/an-evaluation-of-reading-recovery

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

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