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Small Group Tuition (SGT) is a key intervention strategy that builds on the foundation of the COVID Intensive Learning Support Program, feedback from schools, as well as national and international evidence for students that need additional support in literacy and numeracy.

Research shows that small group tuition, delivered by well-trained educators, is very effective in boosting students’ learning and can improve student confidence and engagement.

The following links will direct you to external research in a range of related areas:

Small Group Tuition as an effective intervention strategy

There is a growing body of evidence showing small-group tuition can boost student learning.

• Cullinane and Montacute (2023) , The Sutton Trust.
• Evidence for Learning (2021) , Evidence for Learning.
• Sonnemann, J., and Hunter, J. (2023) . Grattan Institute.
• Inder, A (2023) | Australian ÌÇÐÄvlog¹ÙÍø Research Organisation (edresearch.edu.au) AERO.
• Minea-Pic A (2023) , OECD ÌÇÐÄvlog¹ÙÍø Working Papers, No. 292, OECD Publishing, Paris.
• Mancenido, Z, Carr, D and de Bruin, K. (2023) | Australian ÌÇÐÄvlog¹ÙÍø Research Organisation (edresearch.edu.au) AERO.
• Victorian Department of ÌÇÐÄvlog¹ÙÍø and Training (2020) , Victorian Department of ÌÇÐÄvlog¹ÙÍø and Training.

Engagement and wellbeing

Explore a range of research which identifies strategies to promote engagement and wellbeing in SGT.

• ÌÇÐÄvlog¹ÙÍø Endowment Foundation (2022) ÌÇÐÄvlog¹ÙÍø Endowment Foundation.
• Roche A, Gervasoni A and Kalogeropoulos P (2021) '', Mathematics ÌÇÐÄvlog¹ÙÍø Research Journal, 35(3):525-556, doi:10.1007/s13394-021-00402-w.
• White S, Groom-Thomas L, Susanna Loeb S (2023) , EdWorkingPaper: 22-652, Annenberg Institute at Brown University.
• Zhang Q and Storey N (2022) Theory into Practice, 61(3):300-311, doi:10.1080/00405841.2022.2096380.

Effective implementation

Understand more about optimal group sizes, accounting for differing levels of ability, lesson lengths, lesson frequency, timetabling and modes of delivery.

• de Bruin K, Kestel E, Francis M, Forgasz H and Fries R (2023) , (AERO 2023)
• Falk-Ross F, Dealy A, Porcelli J, Hammond J and Evans B (2017) (Falk-Ross et al. 2017) Reading & Writing Quarterly, 33(4):335-347, doi:10.1080/10573569.2017.1324827.
• Hall MS and Burns MK (2018) (Hall and Burns 2018) 'Meta-analysis of targeted small-group reading interventions', Journal of School Psychology, 66:54-66
• Miles KP, McFadden KE, Colenbrander D and Ehri LC (2022) (Miles et al. 2022) Journal of Research in Reading, 45(3):299-323, doi:10.1111/1467-9817.12383.
• Nickow A, Oreopoulos P and Quan V (2020) , (Nickow et al. 2020)EdWorkingPaper: 20-267.
• Robinson CD, Loeb S (2021) , EdWorkingPaper: 21-384, Annenberg Institute at Brown University.
• Robinson CD, Kraft MA, Loeb S and Schueler BE (2021) (Robinson et al. 2021) Ed Research for Recovery Project, US.
• Slavin, RE., Inns A, Pellegrin M, Lake C (2019) , (Slavin et al. 2019) Baltimore, MD: Center for Research and Reform in ÌÇÐÄvlog¹ÙÍø, Johns Hopkins University.
• Sonnemann J, Hunter J, Stobart A (2023) , (Sonnemann et al. 2023) Grattan Institute.

SGT for literacy intervention

Explore research undertaken in literacy intervention including commercial literacy programs.

• De Bruin K (2021) , Catholic ÌÇÐÄvlog¹ÙÍø, Melbourne.
• De Haan M (2021) '', Australian Journal of Learning Difficulties, 26(1):47-66, doi:10.1080/19404158.2020.1870512.
• Gillam SL, Vaughn S, Roberts G, Capin P, Fall A-M, Israelsen-Augenstein M, Holbrook S, Wada R, Hancock A, Fox C, Dille J, Magimairaj BM and Gillam RB (2023) , Journal of ÌÇÐÄvlog¹ÙÍøal Psychology, 115(1):99-117, doi:10.1037/edu0000766.
• Neitzel AJ, Lake C, Pellegrini M and Slavin RE (2022) Reading Research Quarterly, 57(1):149-179, doi:10.1002/rrq.379.

Commercial literacy program - MacqLit:

• Wheldall K, Bell N, Wheldall R and Madelaine A (2019) , ÌÇÐÄvlog¹ÙÍøal and Developmental Psychologist, 36(2):35-40, doi:10.1017/edp.2019.15.

Commercial literacy program - MiniLit:

• Reynolds M, Buckingham J, Madelaine A, Arakelian S, Bell N, Pogorzelski S, Wheldall R and Wheldall K (2021) , Australian Journal of Learning Difficulties, 26(2):113-125, doi:10.1080/19404158.2021.1989605.

SGT for numeracy intervention

Explore research undertaken in numeracy intervention.

• Bouck EC and Cosby MD (2017) , 61(3):239-247, doi:10.1080/1045988X.2016.1266595. (article in folder)
• Doabler CT, Clarke B, Kosty D, Kurtz-Nelson E, Fien H, Smolkowski K and Baker SK (2019) , Journal of Learning Disabilities, 52(2):168-180, doi:10.1177/0022219418789376.
• Doabler CT, Clarke B, Kosty D, Fien H, Smolkowski K, Liu M and Baker SK (2019) , Learning Disability Quarterly, 44(1):50-62, doi:10.1177/0731948719884921.
• Gervasoni A, Roche A and Downton A (2021) , Mathematics Teacher ÌÇÐÄvlog¹ÙÍø & Development, 23(3):207-233. (article in folder)
• Jayanthi M, Gersten R, Schumacher RF, Dimino J, Smolkowski K and Spallone S (2021) , Exceptional Children, 88(1):81-100, doi:10.1177/00144029211008851. (article in folder)