[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-269080-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-269080-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","early-literacy-tutoring-and-childrens-reading-trajectories-evidence-from-a-four-year-randomized-controlled-trial","Early literacy tutoring and children’s reading trajectories - Evidence from a four-year randomized controlled trial","","Findings from a four-year randomized controlled trial evaluate Chapter One, an adaptive instructional support system intended to translate effective tutoring principles into a scalable early-literacy model. In a large urban district in the Southeast, 815 kindergarten students were randomly assigned to Chapter One or business-as-usual instruction and followed through 3rd grade. Students receiving Chapter One scored 0.12–0.17 standard deviations higher on state reading assessments across grades 1–3 and were less likely to have an IEP or be retained by study end, with effects achieved under ordinary school constraints.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/early-literacy-tutoring-and-childrens-reading-trajectories-evidence-from-a-four-year-randomized-controlled-trial/269080/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/early-literacy-tutoring-and-childrens-reading-trajectories-evidence-from-a-four-year-randomized-controlled-trial/269080.png","ImageObject",300,407,{"name":42,"@type":43},"Olivia Brown","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",16,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What intervention does the study evaluate?","Question",{"text":63,"@type":64},"The study evaluates Chapter One, an adaptive instructional support system designed to scale instructional principles from effective tutoring for early literacy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students assigned and how long were they followed?",{"text":68,"@type":64},"Researchers randomly assigned 815 kindergarten students in a large urban district in the Southeast to Chapter One or business-as-usual instruction and followed them through 3rd grade.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main outcomes of Chapter One?",{"text":72,"@type":64},"Students assigned to Chapter One scored higher on state-administered reading assessments across grades 1 through 3 and were less likely to have an individualized education program (IEP) or be retained by the end of the study.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},269080,1789444366,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":104,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144,"preview_page_count":4},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","EdWorkingPaper No. 26-1548  \nEarly literacy tutoring and children’s reading trajectories: Evidence from a four-year randomized controlled trial  \nJilli Jung  \nStanford University  \nCarly D. Robinson Stanford University  \nTye Ripma  \nStanford University  \nKalena E. Cortes  \nTexas A&M University  \nKaren Kortecamp  \nGeorge Washington University  \nSusanna Loeb  \nStanford University  \nMost evidence on early literacy tutoring comes from intensive one-year interventions. Much less is known about whether schools can sustain individualized instructional support as students’ reading needs evolve across the early grades. We present findings from a four-year randomized controlled trial evaluating Chapter One, an adaptive instructional support system designed to translate the instructional principles underlying effective tutoring into a scalable model for early literacy. We randomly assigned 815 kindergarten students in a large urban district in the Southeast to Chapter One or business-as-usual instruction and followed them through 3rd grade. Students assigned to Chapter One scored 0.12 to 0.17 standard deviations higher on state-administered reading assessments across grades 1 through 3, although the third-grade estimate is imprecise. They were also less likely to have an individualized education program (IEP) orbe retained by the end of the study. The reduction in IEP status was concentrated among students who already had an IEP at baseline. The estimated longitudinal effects on reading are smaller than those typically reported for intensive tutoring models but were achieved under ordinary school staffing, scheduling, budget, and student mobility constraints. The findings suggest that schools can translate the instructional principles underlying effective tutoring into adaptive instructional support systems that improve students’ reading trajectories and academic progression while remaining feasible to sustain across the learning-to-read years.  \nVERSION: August 2026  \nSuggested citation: Jung, Jilli, Carly D. Robinson, Tye Ripma, Kalena E. Cortes, Karen Kortecamp, and Susanna Loeb. (2026). Early literacy tutoring and children’s reading trajectories: Evidence from a four-year randomized controlled trial. (EdWorkingPaper:  \n26-1548). Retrieved from Annenberg Institute at Brown University: [https://doi.org/10.26300/g7sg-m495](https://doi.org/10.26300/g7sg-m495)  \nEarly literacy tutoring and children’s reading trajectories: Evidence from a four-year  \nrandomized controlled trial  \nJilli Jung, Carly D. Robinson, Tye Ripma, Kalena Cortes, Karen Kortecamp & Susanna Loeb  \nAbstract  \nMost evidence on early literacy tutoring comes from intensive one-year interventions. Much less is known about whether schools can sustain individualized instructional support as students’reading needs evolve across the early grades. We present findings from a four-year randomized controlled trial evaluating Chapter One, an adaptive instructional support system designed to translate the instructional principles underlying effective tutoring into a scalable model for early literacy. We randomly assigned 815 kindergarten students in a large urban district in the Southeast to Chapter One or business-as-usual instruction and followed them through 3rd grade. Students assigned to Chapter One scored 0.12 to 0.17 standard deviations higher on  \nstate-administered reading assessments across grades 1 through 3, although the third-grade estimate is imprecise. They were also less likely to have an individualized education program (IEP) or be retained by the end of the study. The reduction in IEP status was concentrated among students who already had an IEP at baseline. The estimated longitudinal effects on reading are smaller than those typically reported for intensive tutoring models but were achieved under ordinary school staffing, scheduling, budget, and student mobility constraints. The findings suggest that schools can translate the instructional principles underlying eff","cbCaipguXqoLB4yo","https://ap.wps.com/l/cbCaipguXqoLB4yo","pdf",918637,"English","# Abstract\n# Introduction\n## Early literacy policy context\n## Need for evolving instructional support\n## Evidence base from intensive tutoring","[{\"question\":\"What intervention does the study evaluate?\",\"answer\":\"The study evaluates Chapter One, an adaptive instructional support system designed to scale instructional principles from effective tutoring for early literacy.\"},{\"question\":\"How were students assigned and how long were they followed?\",\"answer\":\"Researchers randomly assigned 815 kindergarten students in a large urban district in the Southeast to Chapter One or business-as-usual instruction and followed them through 3rd grade.\"},{\"question\":\"What were the main outcomes of Chapter One?\",\"answer\":\"Students assigned to Chapter One scored higher on state-administered reading assessments across grades 1 through 3 and were less likely to have an individualized education program (IEP) or be retained by the end of the study.\"}]","Early literacy tutoring and children’s reading trajectories - Evidence from a four-year randomized controlled trial | PDF",126]