Creating Coherence: Does Instructional Alignment Affect the Impact of Tutoring? EdWorkingPaper No. 25-1332
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| Title: | Creating Coherence: Does Instructional Alignment Affect the Impact of Tutoring? EdWorkingPaper No. 25-1332 |
|---|---|
| Language: | English |
| Authors: | Cara Jackson, Ayman Shakeel, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | Alignment (Education), Tutoring, Kindergarten, Grade 1, Grade 2, Grade 3, Response to Intervention, Suburban Schools, Literacy Education, Instructional Effectiveness, Elementary School Students, Academic Achievement, Gender Differences, Program Implementation, Tutors, Teacher Characteristics, Time Factors (Learning), Class Size |
| Abstract: | This study examines the impact of using instructionally aligned literacy tutoring with students in kindergarten through third grade under a Response to Intervention framework. We conducted a randomized controlled trial to evaluate the impact on literacy assessment scores for 296 students in four schools in a large suburban school district in the southeastern United States. Students in the treatment group received tutoring where strategies and materials were aligned with core instruction, while those in the control group received tutoring that used supplemental strategies and materials that were distinct from core instruction. We find that students in the treatment group score an average of 0.12 standard deviations higher than the students in the control group. Exploratory analyses reveal that instructional alignment appears to have a greater impact on boys and lower-performing students. Additional exploratory analyses suggest the treatment effect is stronger when delivered in groups of four and by tutors who do not hold a master's degree. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678292 |
| Database: | ERIC |
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