Tutoring boost for struggling First-Graders: study tests new approach
NCT ID NCT03991234
First seen Jun 24, 2026 · Last updated Jun 27, 2026 · Updated 1 time
Summary
This study tested whether extra tutoring in reading and math can improve skills for first-graders who are behind. 385 students from Nashville public schools were randomly assigned to reading tutoring, math tutoring, combined tutoring, or their usual school program. Tutoring lasted 15 weeks with three 30-minute sessions per week. Researchers measured reading fluency and math calculation skills before and after the program.
What this could mean
Our plain-language read of the trial. This is informational only, not medical advice or a prediction.
- Active substance
- Reading and math tutoring programs
- What this could lead to
- If successful, this could show that targeted tutoring helps struggling first-graders catch up in reading and math.
- What could go wrong
- This is a completed study, so results are already known. The intervention may not work for all students or may not be practical for schools to implement widely.
This is an AI summary of the original study and may miss details. Read our disclaimer.
Study facts
What this study's own registry entry says, in plain language.
- Phase
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Not a phased trial
Phase numbers describe drug development. The registry uses this when they do not apply, as it does for trials of devices, procedures or behaviour changes, and for observational studies.
- Participants
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385 people
The number who actually took part.
- Started
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Nov 2019
- Finished
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May 2025
- Lead sponsor
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Other sponsor
The registry's catch-all category, for sponsors it does not file as a company, a government agency, or a research network.
Who can take part
This study's own entry requirements. Only the study team can say for certain whether you qualify.
- Ages
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6 to 8 years
- Sex
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Anyone
- Healthy volunteers
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Accepted
You do not need to have the condition being studied to take part.
Show the full entry requirements Hide the full entry requirements
Copied word for word from the study's registry entry, so the wording is the study team's rather than ours.
Inclusion Criteria: * Attends a participating school in the Metropolitan-Nashville Public Schools * Is a member of a first-grade classroom whose teacher has agreed to let his/her students participate * Has the available school schedule to participate * Has adequate English proficiency to be reliably assessed in English on study entry screening measures * Scores at or below the 25th percentile on the study's screening math test * Scores at or below the 25th percentile on the study's screening reading test * Scores at or above the 7th percentile on at least one of the study's two measures of cognitive performance Exclusion Criterion: * Does not attend a participating school in the Metropolitan-Nashville Public Schools * Is not a member of a first-grade classroom whose teacher has agreed to let his/her students participate * Does not have the available school schedule to participate * Does not have adequate English proficiency to be reliably assessed in English on study entry screening measures * Scores above the 25th percentile on the study's screening math test * Scores above the 25th percentile on the study's screening reading test * Scores below the 7th percentile on both of the study's two measures of cognitive performance
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Conditions
The condition(s) this trial relates to.
As listed by the trial registrant
The condition terms exactly as the trial's registrant entered them.
Contacts and locations
Locations
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Vanderbilt University
Nashville, Tennessee, 37203, United States
More trials for these conditions
Other studies related to the condition(s) this trial covers.