“…Efforts to address the reading gap and prevent students from LD classification have included the delivery of systematic, explicit, and intensive reading interventions using multi-tiered systems of supports (MTSS; Gersten et al, 2009). With limitations to the amount of time and personnel available to deliver these additional tiers of instruction during the regular school day, researchers have turned to out-of-school opportunities such as home-based tutoring, summer school instruction (Folsom et al, 2019; Logan et al, 2019), and after-school reading interventions (Katzir et al, 2013). There has been a focus on the need for high-impact tutoring that includes (a) substantial time allocated to tutoring each week, (b) strong relationships between students and their tutors, (c) close monitoring of skills and students’ progress, and (d) supervision of tutors to ensure quality interactions (Robinson & Loeb, 2021).…”