Tutoring Research
What evidence is there that tutoring works? Numerous research studies provide exactly that evidence as the references below show.
“Because it gears instruction to needs, tutoring has yielded large learning effects in several dozen studies” (Cawelti, ed., 1995, p.15).
“Many tutoring programs have been developed to address the needs of children at
risk, and research has shown that these programs are typically beneficial” (Rimm-Kaufman,
Kagan, & Byers, 1999, p. 143).
“One-to-one instruction, provided as a supplement to classroom teaching, is generally considered to be the most effective way of increasing students’ achievement. The effectiveness of one-to-one instruction has been validated by empirical research, especially for students who are considered at risk for school failure or have been identified as having reading or learning disabilities (Bloom, 1984; Jenkins, Mayhall, Peschka, & Jenkins, 1974; Juel, 1991; Wasik & Slavin, 1993)” (cited in Elbaum, Vaughn, Hughes, & Moody, 2000, p. 605).
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