The first school included two sixth grade classrooms. There were twenty-seven students assigned to a treatment (AR) classroom, and twelve students were assigned to control classrooms (non-AR). The students assigned to the treatment group participated in AR for six months, and were provided with rewards for points accrued. Students began with fifteen minutes allocated to independent reading, but after the fifth week of the study, the treatment students were granted thirty minutes of reading time each day. In the treatment classroom, students often took AR quizzes on books that the teacher read aloud in class. Students assigned to the control group also experienced traditional reading instruction and were given up to thirty minutes each day to read independently; however, rather than taking AR quizzes, the control students submitted written responses to the teacher after reading each individual book (Vollands et al.
The first school included two sixth grade classrooms. There were twenty-seven students assigned to a treatment (AR) classroom, and twelve students were assigned to control classrooms (non-AR). The students assigned to the treatment group participated in AR for six months, and were provided with rewards for points accrued. Students began with fifteen minutes allocated to independent reading, but after the fifth week of the study, the treatment students were granted thirty minutes of reading time each day. In the treatment classroom, students often took AR quizzes on books that the teacher read aloud in class. Students assigned to the control group also experienced traditional reading instruction and were given up to thirty minutes each day to read independently; however, rather than taking AR quizzes, the control students submitted written responses to the teacher after reading each individual book (Vollands et al.