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A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial

Kalena E. Cortes,
Karen Kortecamp,
Susanna Loeb,
Carly D. Robinson

This paper presents the results from a randomized controlled trial of Chapter One, an early elementary reading tutoring program that embeds part-time tutors into the classroom to provide short bursts of 1:1 instruction. Eligible kindergarten students were randomly assigned to receive supplementary tutoring during the 2021-22 school year (N=818). The study occurred in a large Southeastern district serving predominantly Black and Hispanic students. Students assigned to the program were over two times more likely to reach the program’s target reading level by the end of kindergarten (70% vs. 32%). The results were largely homogenous across student populations and extended to district-administered assessments. These findings provide promising evidence of an affordable and sustainable approach for delivering personalized reading tutoring at scale.

Keywords
High-Impact Tutoring, Literacy
Education level
Early childhood
Topics
Student Learning
Tags
Early childhood education,
Tutoring
Download 11/2024
Document Object Identifier (DOI)
10.26300/pbn6-s898
EdWorkingPaper suggested citation:
Cortes, Kalena E., Karen Kortecamp, Susanna Loeb, and Carly D. Robinson. (). A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial. (EdWorkingPaper: -893). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/pbn6-s898

Machine-readable bibliographic record: RIS, BibTeX

Published Edworkingpaper:
(2025). A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial, 95https://doi.org/10.1016/j.learninstruc.2024.102021