Air Education, Inc


Air Education, Inc. aims to provide all students with enriching learning experiences by combining the heart of human-to-human interaction with quality educational programming enhanced by technology. We were founded and launched our first service, Air Reading, in 2021, which provides 1:1 and small-group high-impact reading instruction direct to families and into schools’ classrooms and after-school programming.

Program Description

Air Reading is a high-impact tutoring program from Air Education, Inc. In synchronous, online sessions, Air Reading tutors provide small groups of up to 4 students with live, targeted reading instruction to meet their individualized needs based on the Air Reading systematic curriculum. The curriculum covers Pre-Kindergarten to Grade 6 reading skills and competencies.

Based on student information shared by the School or District about students’ reading level, skills and needs, and reading/learning needs, if available, Air Reading wil group students into small groups of up to 4 students based on level, skills and needs. Students will not be placed into a group working on a different reading level, so groups may vary in size.

Air Reading assigns a tutor to meet with the same group(s) of students consistently throughout their programming. Situations may require a tutor to request a substitute for an Air Reading session (e.g. Tutor has a medical issue or emergency), in which case Air Reading will assign a substitute tutor for that session.

Each Air Reading session is 40-minutes, where the tutor will provide direct instruction to students through a series of reading and literacy activities for about 25 minutes of the lesson, followed by a shared book reading for the remaining 15 minutes. The Air Reading curriculum is developed from evidence-based strategies on how we learn to read and provides students with engagement in phonemic awareness, phonics, fluency, vocabulary and comprehension, as relevant.

Air Reading sessions can be conducted during school hours, before school and after-school. We partner directly with families, and with schools, organizations and districts.

Type of service
Tutoring Program
Technology Platform
Year Started
Headquarter Location (City, State)
San Mateo, CA
States of Operation
Subject Offered
Grade Levels
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade
Languages Offered
During School
Out of School
Delivery Mode
Tutor-Student Ratio
1:1, 1:2, 1:3, 1:4
Number of Sessions Per Week
One day per week, Two days per week, Three days per week, Four days per week, Five days per week
Number of Minutes Per Session
30-45 minutes
Number of Weeks Per Program
6 weeks or less, 7-12 weeks, 13-20 weeks, 20-38 weeks, > 38 weeks
Does your program engage with parents?
Family Engagement Description

To support scheduling, Sharing tutoring session content , Reporting attendance, Sharing academic progress, Sharing social or emotional progress, Accessing student information, Sharing at-home support suggestions, Air Reading partners directly with families to provide surveys, but also works with schools/districts to provide services directly to families.

Organization Type
For Profit
Type of Tutor
Certified Teacher, Pre-Service Teacher, K-12 Paraprofessional/Teaching Assistant/Aide, Air Reading coaches must have a 4-year degree and pass an application and selection process.
Other tutor type
Contact Name
Pam Vachatimanont
Contact Email

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The inclusion of an organization's information in the Tutoring Database does not indicate that Brown University, the Annenberg Institute for School Reform at Brown University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.