@EdWorkingPaper{ai24-955,
title = "The Effects of Virtual Tutoring on Young Readers: Results from a Randomized Controlled Trial",
author = "Carly D. Robinson, Cynthia Pollard, Sarah Novicoff, Sara White, Susanna Loeb",
institution = "Annenberg Institute at Brown University",
number = "955",
year = "2024",
month = "May",
URL = "http://www.edworkingpapers.com/ai24-955",
abstract = {In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned to 1:1 tutoring, 2:1 tutoring, or a control group. Assignment to any virtual tutoring increased early literacy skills by 0.05-0.08 SD with the largest effects for 1:1 tutoring (0.07-0.12 SD). Students initially scoring well below benchmark and first graders experienced the largest gains from 1:1 tutoring (0.15 and 0.20 SD, respectively). Effects are smaller than typically seen from in-person early literacy tutoring programs but still positive and statistically significant, suggesting promise particularly in communities with in-person staffing challenges.},
}