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; Nichow 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 91 - 120 of 154
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/

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

Effects of Targeted Intervention on Early Literacyeracy Skills of At-Risk Students. (2008). Wang, C., & Algozzine, B.. Journal of Research in Childhood Education, 22(4), 425–439. https://doi.org/10.1080/02568540809594637

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

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/

Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. (2007). Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A.. American Educational Research Journal, 44(2), 414–448. https://doi.org/10.3102/0002831207302175

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

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

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

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…

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

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 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