Research

Displaying 1 - 50 of 157

 

A Systematic Review of Research on Tutoring Implementation: Considerations when Undertaking Complex Instructional Supports for Students. (2023). White, S., Groom-Thomas, L., & Loeb, S.. EdWorkingPapers.com. https://doi.org/10.26300/wztf-wj14
The inequity of opt-in educational resources and an intervention to increase equitable access. (2022). Robinson, C. D., Bisht, B., & Loeb, S.. EdWorkingPapers.com. https://doi.org/10.26300/ja2n-ys82
The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. (2020). Nickow, A.J., Oreopoulos, P., & Quan, V.. EdWorkingPapers.com. https://doi.org/10.26300/eh0c-pc52
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors Learning and Instruction. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.. Learning and Instruction, 60, 54–65. https://doi.org/10.1016/j.learninstruc.2018.11.004
Improving working memory Evaluation report and executive summary. (2019). Wright, W. Dorsett, R., Anders, J., Buzzeo, J, Runge, J., & Sanders, M.. London: Education Endowment Foundation. https://westminsterresearch.westminster.ac.uk/item/qxvvq/improving-working-memo…
Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. (2019). Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M.. Journal of Learning Disabilities, 52(1), 31–44. https://doi.org/10.1177/0022219418775113
Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?. (2019). Malone, A. S., Fuchs, L. S., Sterba, S. K., Fuchs, D., & Foreman-Murray, L.. Contemporary Educational Psychology, 59, 101782. https://eric.ed.gov/?id=ED595127
Evaluation Report. (2019). Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M.. London: Education Endowment Foundation
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. (2019). Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I., & Niggli, A.. Learning and Instruction, 60, 54–65. https://doi.org/10.1016/j.learninstruc.2018.11.004
Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: A randomised controlled trial. (2019). Hickey, A., & Flynn, R.. Oxford Review of Education, 45, 519–537. https://doi.org/10.1080/03054985.2019.1607724
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
Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. (2019). Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S.. Journal of Learning Disabilities. https://journals.sagepub.com/doi/full/10.1177/0022219418775114
Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction. (2019). Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S., ... & Compton, D. L.. Exceptional children. https://journals.sagepub.com/doi/abs/10.1177/0014402918802801
A multi-sensory tutoring program for students atrisk of reading difficulties: Evidence from a randomized field experiment. (2019). Bøg, M., Dietrichson, J., & Aldenius, A.. Working Paper. https://ideas.repec.org/p/hhs/ifauwp/2019_007.html
Evaluation of a math intervention program implemented with community support. (2019). Parker, D. C., Nelson, P. M., Zaslofsky, A. F., Kanive, R., Foegen, A., Kaiser, P., & Heisted, D.. Journal of Research on Educational Effectiveness, 12(3), 391–412. https://doi.org/10.1080/19345747.2019.1571653
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
Strengthening Children’s Math Skills with Enhanced Instruction The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes. (2018). Mattera, S., Jacob, R., & Morris, P. . MDRC. https://www.mdrc.org/publication/strengthening-children-s-math-skills-enhanced-…
Tutor Trust: Affordable Primary Tuition. (2018). Torgerson, C. J., Bell, K., Coleman, E., Elliott, L., Fairhurst, C., Gascoine, L., Hewitt, C.E., & Torgerson, D. J. . London: Education Endowment Foundation. https://dro.dur.ac.uk/26952/1/26952.pdf
Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. (2018). Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K.. The Journal of Educational Research. https://www.tandfonline.com/doi/abs/10.1080/00220671.2017.1393650?forwardServic…
Maths Counts Evaluation report and executive summary . (2018). See, B. H., Morris, R., Gorard S. G., Siddiqui, N.. London: Education Endowment Foundation. http://wrap.warwick.ac.uk/118127/
Benefits of structured after-school literacy tutoring by university students for struggling elementary readers. (2018). Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H.. Reading & Writing Quarterly. https://www.tandfonline.com/doi/abs/10.1080/10573569.2017.1357156
The Impacts of Reading Recovery at scale: Results from the 4-year i3 external evaluation. (2018). Sirinides, P., Gray, A., & May, H.. Educational Evaluation and Policy Analysis. https://journals.sagepub.com/doi/abs/10.3102/0162373718764828
1stClass@Number Evaluation report and executive summary. (2018). Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., & Sanders-Ellis, D. . London: Education Endowment Foundation
Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. The Elementary School Journal. https://psycnet.apa.org/record/2017-23302-004
Testing the efficacy of a kindergarten mathematics intervention by small group size. (2017). Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. . AERA Open, 3(2), 2332858417706899. https://doi.org/10.1177/2332858417706899
Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation the elementary school journal. (2017). Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M.. Learning Disability Quarterly. https://psycnet.apa.org/record/2017-23302-004
Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. (2017). Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P.. Journal of Educational Psychology, 109(8), 1103–1119. https://doi.org/10.1037/edu0000184
REACH: Evaluation report and executive summary. (2016). Sibieta, L. . London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581275
Effects of tutorial interventions in mathematics and attention for low-performing preschool children. (2016). Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., ... & Roberts, G.. Journal of Research on Educational Effectiveness. https://files.eric.ed.gov/fulltext/EJ1115262.pdf
Effectiveness of a group-based academic tutoring program for children in foster care: A randomized controlled trial. (2016). Harper, J., & Schmidt, F.. Children and Youth Services Review, 67(C), 238–246. https://ideas.repec.org/a/eee/cysrev/v67y2016icp238-246.html
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/
Affordable Online Maths Tuition. (2016). Torgerson, C., Ainsworth, H., Buckley, H., Hampden-Thompson, G., Hewitt, C., Humphry, D., Jefferson, L., Mitchell, N., & Torgerson, D.. London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581116.pdf
Effects of intervention to improve at-risk fourth graders' understanding, calculations, and word problems with fractions . (2016). Fuchs, L. S., Schumacher, R. F., Long, J., Jessica, N., Malone, A. S., Amber, W., & ... Changas, P. . Elementary School Journal, 116(4), 625–651. doi:10.1080/19345747.2015.1123336
Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. (2016). Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. . Journal of Learning Disabilities, 50(6), 631–639. https://doi.org/10.1177/0022219416677249
Examining the efficacy of a tier 2 kindergarten mathematics intervention. (2016). Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. . Journal of Learning Disabilities, 49(2), 152–165. https://doi.org/10.1177/0022219414538514
Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. (2016). Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K.. Exceptional Children, 83(1), 92–110. https://doi.org/10.1177/0014402916660084
Leveraging Volunteers: An Experimental Evaluation of a Tutoring Program for Struggling Readers. (2016). Jacob, R., Armstrong, C., Bowden, A. B., & Pan, Y.. Journal of Research on Educational Effectiveness, 9(1), 67–92. https://doi.org/10.1080/19345747.2016.1138560
The Results of a Randomized Control Trial Evaluation of the SPARK Literacyeracy Program. (2015). Jones, C. J. . UVM Education. https://www.nationalservice.gov/sites/default/files/evidenceexchange/FR_BoysGir…
Butterfly Phonics: Evaluation report and executive summary. (2015). Merrell, C., & Kasim, A. . London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581118
Perry Beeches Coaching Programme: Evaluation report and executive summary. (2015). Lord, P., Bradshaw, S., Stevens, E., & Styles, B. . London: Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581144.pdf
The effect of tutoring with nonstandard equations for students with mathematics difficulty. (2015). Powell, S. R., Driver, M. K., & Julian, T. E.. Journal of Learning Disabilities. https://psycnet.apa.org/record/2015-36636-006
Mobilizing volunteer tutors to improve student literacy: Implementation, impacts, and costs of the Reading Partners program . (2015). Jacob, R. T., Armstrong, C., & Willard, J. A. . MDRC. https://www.mdrc.org/publication/mobilizing-volunteer-tutors-improve-student-li…
The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. (2015). Powell, S. R., & Driver, M. K.. Learning Disability Quarterly. https://journals.sagepub.com/doi/10.1177/0731948714564574
Durham shared maths project. (2015). Lloyd, C., Edovald, T., Morris, S., Kiss, Z., Skipp, A., & Haywood, S. . London: Education Endowment Foundation. https://core.ac.uk/download/pdf/161892207.pdf
Examining the efficacy of Burst:Reading literacy intervention . (2015). Pappas, S., York, A., Wang, Y., & Richards, K.. https://charts.intensiveintervention.org/intervention/toolGRP/b72b5683944c3bf5
Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial. (2015). Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015). American Educational Research Journal, 52(3), 516–546. https://doi.org/10.3102/0002831214565787
Effects of data-based instruction for students with intensive early writing needs: A randomized control trial. (2015). Jung, P. G.. https://conservancy.umn.edu/handle/11299/174862
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
Paired Reading: Evaluation report and executive summary. (2015). Lloyd, C., Edovald, T., Kiss, Z., Morris, S., Skipp, A., & Ahmed, H. (2015). London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581127
Rapid Phonics: Evaluation report and executive summary. (2015). King, B., & Kasim, A.. London: Education Endowment Foundation. https://eric.ed.gov/?id=ED581293