Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention

The research, published in the American Educational Research Journal in August 2022, is a randomized controlled trial replication study. It aims to evaluate the effectiveness of volunteer one-on-one tutoring models for early elementary reading intervention, specifically focusing on the Minnesota Reading Corps and Wisconsin Reading Corps AmeriCorps programs. The study examines their impact on at-risk kindergarten through third-grade (K-3) students using a response-to-intervention framework.

This evaluation replicates a previous randomized controlled trial conducted four years prior. Notably, it includes, for the first time, an evaluation of the program model as it has been replicated in Milwaukee, Wisconsin, extending the scope of its assessment to a new location. The study involved a total of 32 pages and was sponsored by the Department of Education (ED).

The results from both the original and replication evaluations consistently showed significant positive impacts. Kindergarten and first-grade students who participated in a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores. For second- and third-grade students, meaningful and significant effects were observed after a full school year of the intervention. The study met What Works Clearinghouse Evidence Standards without reservations, indicating strong methodological rigor.

The authors of this study are Carrie E. Markovitz, Marc W. Hernandez, E. C. Hedberg, and Heidi W. Whitmore. The article was published in the American Educational Research Journal, volume 59, number 4, pages 788-819, in August 2022. It is classified as a Journal Article and Research Report, focusing on elementary and early childhood education, and is peer-reviewed.