Air Reading: A Randomized Evaluation of a Virtual Tutoring Model in Louisiana Schools
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| Title: | Air Reading: A Randomized Evaluation of a Virtual Tutoring Model in Louisiana Schools |
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| Language: | English |
| Authors: | Amanda J. Neitzel, Nathan Storey, Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Source: | Center for Research and Reform in Education. 2025. |
| Availability: | Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Randomized Controlled Trials, Program Evaluation, Reading Programs, Reading Instruction, Tutorial Programs, Electronic Learning, Intelligent Tutoring Systems, Teaching Methods, Reading Skills, Reading Improvement, Reading Achievement, Program Effectiveness, Racial Differences, Gender Differences, English Learners, Special Education, Economically Disadvantaged, Instructional Program Divisions, Effect Size, Elementary School Students, Middle School Students, Reading Difficulties, Outcomes of Education |
| Geographic Terms: | Louisiana |
| Abstract: | This report presents findings from a randomized controlled trial evaluating Air Reading, a live virtual tutoring program designed to improve foundational reading skills among elementary students performing below grade level. The study was conducted during the 2024-25 school year in five elementary schools within a large suburban district in Louisiana. Second- and fourth-grade students identified for Tier 2 or Tier 3 reading intervention were randomly assigned to either the Air Reading treatment group or a business-as-usual control group; 170 students were included in the analytic sample. Students in the treatment group received 30-minute virtual tutoring sessions in small groups, four times per week, for the full academic year. Reading achievement was measured using DIBELS for second graders and the state LEAP assessment for fourth graders, with scores standardized for pooled analysis. Results indicate that Air Reading students significantly outperformed control students, with an effect size of +0.31 (p < 0.05), equivalent to approximately 4.2 additional months of learning and a 12-point improvement in percentile rank. Subgroup analyses revealed no significant differences by race/ethnicity, English learner status, special education status, economic disadvantage, or grade level, suggesting equitable program impacts. Dosage analyses showed that while 56% of students met the high-dosage threshold (=56 sessions), differences in outcomes by dosage were not statistically significant. These findings suggest that sustained, high-quality virtual tutoring can meaningfully improve reading achievement for struggling readers and holds promise as a scalable intervention for addressing literacy gaps. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679063 |
| Database: | ERIC |
| Abstract: | This report presents findings from a randomized controlled trial evaluating Air Reading, a live virtual tutoring program designed to improve foundational reading skills among elementary students performing below grade level. The study was conducted during the 2024-25 school year in five elementary schools within a large suburban district in Louisiana. Second- and fourth-grade students identified for Tier 2 or Tier 3 reading intervention were randomly assigned to either the Air Reading treatment group or a business-as-usual control group; 170 students were included in the analytic sample. Students in the treatment group received 30-minute virtual tutoring sessions in small groups, four times per week, for the full academic year. Reading achievement was measured using DIBELS for second graders and the state LEAP assessment for fourth graders, with scores standardized for pooled analysis. Results indicate that Air Reading students significantly outperformed control students, with an effect size of +0.31 (p < 0.05), equivalent to approximately 4.2 additional months of learning and a 12-point improvement in percentile rank. Subgroup analyses revealed no significant differences by race/ethnicity, English learner status, special education status, economic disadvantage, or grade level, suggesting equitable program impacts. Dosage analyses showed that while 56% of students met the high-dosage threshold (=56 sessions), differences in outcomes by dosage were not statistically significant. These findings suggest that sustained, high-quality virtual tutoring can meaningfully improve reading achievement for struggling readers and holds promise as a scalable intervention for addressing literacy gaps. |
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