Program Description
Air Reading is an assessment-driven, live virtual tutoring program designed to improve students’ foundational reading skills from Kindergarten through 8th grade. Students receive live virtual instruction from the same consistent Air Reading tutors throughout the semester, addressing individual reading gaps. Small groups of up to four students are paired with the same tutor for 40-minute sessions four times each week.
Air Reading is grounded in the Science of Reading. Comprehensive, one-on-one diagnostics identify students’ learning needs and inform both group placement and bi-weekly assessments to track student progress. Highly qualified, paid Air Reading tutors deliver explicit, skill-based instruction using Air Reading’s systematic reading curriculum. Ongoing training and support are provided to ensure high-quality teaching. All sessions are tracked and monitored on Air Reading’s proprietary platform to maintain consistent standards.
This model is scalable and can be replicated for schools regardless of their geography or staffing capabilities.
Program Outcomes
The impact of Air Reading was examined in a randomized study involving nearly 400 grade 1-6 students from six elementary schools in a rural Texas district during the spring of the 2023-2024 school year. At each school, students identified as needing additional reading intervention were stratified based on scheduling slots and randomly assigned to Air Reading or their business-as-usual classroom instruction. Results indicated that Air Reading positively impacted student reading achievement, and these impacts were similar across different demographic groups. Overall, students who participated in Air Reading scored significantly higher on the NWEA MAP reading assessment than their peers in the control group (effect size = +0.12), earning Air Reading a Strong rating. For students who received 40 or more tutoring sessions, impacts were even stronger (effect size = +0.17).
A second randomized study was conducted in the 2024 to 2025 school year with second and fourth grade students in a large suburban Louisiana district. A total of 178 students identified as performing below grade level in reading were randomized within schools to receive Air Reading or business as usual literacy instruction. The sample was predominantly Hispanic and Black, with more than 90 percent of students identified as economically disadvantaged, over one third identified as English learners, and approximately 13 percent receiving special education services. Students in the Air Reading group scored significantly higher on a combination of DIBELS and LEAP reading assessments than students in the comparison condition (effect size = +0.31).
Across the two randomized studies, findings demonstrate that Air Reading has a positive impact on students’ reading achievement, with a weighted average effect size of +0.18.
Staffing Requirements
Tutors provided by Air Reading. On-site school staff to supervise tutoring sessions.
Professional Development/Training
Air Reading tutors receive intensive teacher training to become certified before they start tutoring. They also receive ongoing weekly coaching and professional development.
Technology
Student devices and a reliable internet connection are required. All live tutoring sessions are delivered through the Air Reading Tutoring Platform.