It is generally believed that acquisition of reading skill(s) can be fostered (resp. inhibited) by  learner’s exposure to appropriate (resp. inappropriate) social, pedagogic and instrumental context. It is also believed that well-designed digital tools may also help children learn how to read.

DRAA's foster pupil’s acquisition of reading skills there,  where other   tutor  –  ideally   a  human   teacher,   parent  or  peer  – is not available or unable to help the child to master a cognitively challenging task of „learning how to read“.