"Tutoring Buddy is a perfect example of how technology can save teachers time and enhance instruction..."
NATHAN CLEMENS, PH.D. ASSISTANT PROFESSOR OF SCHOOL PSYCHOLOGY 
LANGUAGE & LITERACY RESEARCH PROGRAM DIRECTOR 
​TEXAS A&M UNIVERSITY CENTER ON DISABILITY AND DEVELOPMENT

Tutoring Buddy Improves
Literacy Skills for Emerging Readers

Tutoring Buddy was implemented with Kindergarten and 1st grade students who were struggling with early literacy skills. Students identified as at risk were randomly assigned to either the Tutoring Buddy or control group. At the end of the study all students in the Tutoring Buddy group demonstrated significant improvement on letter sound knowledge, letter sound fluency, and nonsense word fluency.

​Citation: DuBois, M., Volpe, R. J., and Hemphill, E. M. (2014), A Randomized trial of a computer-assisted tutoring program targeting letter-sound expression. School Psychology Review, 43: 210–221. ​

Tutoring Buddy Improves Early Reading Skills for Students Non-Responsive at Tier II

Tutoring Buddy was implemented with students, who after an extended period of intervention at Tier II, failed to show adequate progress. The Tutoring Buddy sessions, which lasted 5 minutes, were held with each student 3 to 4 times a week for 4 weeks. At the end of the Tutoring Buddy intervention period students demonstrated 4x the level of growth in letter sound knowledge compared to the previous intervention period.

​Citation: Volpe, R. J., Burns, M. K., DuBois, M. and Zaslofsky, A. F. (2011), Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychol. Schs., 48: 332–342. 

Tutoring Buddy Improves Literacy Skills for English Language Learners

Tutoring Buddy was implemented with students, who after an extended period of intervention at tier II, failed to show adequate progress. The Tutoring Buddy sessions, which lasted 5 minutes, were held with each student 3 to 4 times a week for 4 weeks. At the end of the Tutoring Buddy intervention period students demonstrated 4x the level of growth in letter sound knowledge compared to the previous intervention period.

​​Citation: DuBois, M., Volpe, R. J., and Hemphill, E. M. (2014), A Randomized trial of a computer-assisted tutoring program targeting letter-sound expression. School Psychology Review, 43: 210–221. ​