WWC review of this study

A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading

Perry, S. Marshall (2014). IGI Global. Retrieved from: https://eric.ed.gov/?id=ED600863

  • Randomized Controlled Trial
    , grades

Reviewed: September 2016

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Literacy Achievement outcomes—Statistically significant positive effect found for the domain
Comparison Period Sample Intervention
Significant? Improvement

California Achievement Test (CAT): Vocabulary and Reading Comprehension composite score

Educate Online vs. Business as usual

0 Days

Full sample;
274 students





Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • 28% English language learners
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    California, Ohio, South Dakota


The study took place in fifteen middle schools in three different states: California, Ohio, and South Dakota. The intervention was administered online.

Study sample

The authors did not provide information about the sample's race, gender, or free/reduced price lunch status. However, of the full sample (n = 391), 108 students identified as English language learners.

Intervention Group

The intervention was implemented using an online system that employed 1:1 tutoring. The authors did not state how often or how many sessions the students participated in, but the total length of time was approximately four months (beginning in October and ending in January). The program connects certified teachers with students in real time using computers or Voice over Internet Protocol technology. The students participate by interacting with a tutor who begins the instructional session by choosing and loading appropriate skill-level lessons depending upon the individual student's personal learning plan. The student's skill level is determined by his or her performance on the California Achievement Test, taken prior to beginning the tutoring sessions. "The online classroom also includes a token economy reward system through which students accumulate tokens for working diligently and mastering skills" (pg. 266). Students who complete the program also receive a fully functional computer at the end of the program.

Comparison Group

The comparison condition wait-listed. During the time the intervention was delivered to the intervention group, this group likely participated in their typical school activities.

Support for implementation

The study did not provide support for implementation of the program.


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