The effect of two years of tutoring on mathematics and reading achievement

Barbara Fresko, Theodore Eisenberg

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


This study investigated the cognitive impact of two years of tutoring on disadvantaged children in a “big-brother” type program. Although tutors were not specifically required to upgrade achievement, almost all assumed this to be a major thrust of their activities. Mathematics and reading skills were measured over a two-year period for children tutored two years, one year, and not at all. Findings indicate that one year of tutoring yielded some cognitive gains; however, a second year of tutoring did not increment them. Less emphasis on achievement goals during the second year of tutoring appeared to account for these results.

Original languageEnglish
Pages (from-to)193-201
Number of pages9
JournalJournal of Experimental Education
Issue number4
StatePublished - 1 Jan 1985
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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