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The Effects of In-School Virtual Tutoring on Student Reading Development: Evidence from a Short-Cycle Randomized Controlled Trial

Douglas D. Ready,
Sierra G. McCormick,
Rebecca J. Shmoys

This paper describes a 12-week cluster randomized controlled trial that examined the efficacy of BookNook, a virtual tutoring platform focused on reading. Cohorts of first- through fourth-grade students attending six Rocketship public charter schools in Northern California were randomly assigned within grades to receive BookNook. Intent-to-Treat models indicate that students in cohorts assigned to BookNook outperformed their control-group peers by roughly 0.05 SDs. Given the substantial variability in usage rates among students enrolled in BookNook cohorts, we also leveraged Treatment-on-the-Treated approaches. These models suggest that students who completed 10 or more BookNook sessions experienced a reading advantage of 0.08 SDs, while those who completed 20 or more sessions—the recommended dosage—experienced a 0.26 SD developmental advantage.

Keywords
tutoring, literacy, supplemental interventions
Education level
K-12 Education
Topics
Methods
Tags
Tutoring,
Reading and literacy education
Download 04/2024
Document Object Identifier (DOI)
10.26300/569p-wz78
EdWorkingPaper suggested citation:
Ready, Douglas D., Sierra G. McCormick, and Rebecca J. Shmoys. (). The Effects of In-School Virtual Tutoring on Student Reading Development: Evidence from a Short-Cycle Randomized Controlled Trial. (EdWorkingPaper: -942). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/569p-wz78

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