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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
FullText Text:
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  Data: Creating Coherence: Does Instructional Alignment Affect the Impact of Tutoring? EdWorkingPaper No. 25-1332
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  Data: <searchLink fieldCode="AR" term="%22Cara+Jackson%22">Cara Jackson</searchLink><br /><searchLink fieldCode="AR" term="%22Ayman+Shakeel%22">Ayman Shakeel</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2025.
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  Data: 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/
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  Data: 46
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED678292
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678292
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 46
    Subjects:
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Suburban Schools
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Class Size
        Type: general
    Titles:
      – TitleFull: Creating Coherence: Does Instructional Alignment Affect the Impact of Tutoring? EdWorkingPaper No. 25-1332
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            NameFull: Annenberg Institute for School Reform at Brown University
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            NameFull: Cara Jackson
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            NameFull: Ayman Shakeel
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              Y: 2025
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