Air Reading: A Randomized Evaluation of a Virtual Tutoring Model for K-6 Grade Students

• In Event: Promising Findings From the Evaluation of Tutoring and Educational Interventions Through the COVID Pandemic Recovery.

Abstract

This study examines the impact of Air Reading, an assessment-driven virtual tutoring program designed to improve students’ foundational reading skills in kindergarten through eighth grade, through a randomized control trial (RCT). 381 students from six schools in a small rural school district in a large central U.S. state were randomized, with treatment students receiving one semester of tutoring. Air Reading students outperformed control students (ES = +0.12, p = .05), equivalent to an additional 1.12 months of learning. No differential effects were found across different demographic groups or dosage levels. These findings suggest the program, which is designed to be scalable and adaptable, is a viable option for schools across geographic and socioeconomic contexts.

Authors

• Amanda Neitzel, Johns Hopkins University

• Nathan Storey, Johns Hopkins University