Setting
The study examines seventh grade students in 11 "culturally and ethnically diverse" middle schools in New York City.
Study sample
Of the intervention group, students were 53.2% female, 11.5% Asian, 23% Black, 63% Hispanic, 2.5% White, 95.9% general education, 90.9% English proficient, and 94.7% FRPL eligible. Of the comparison group, students were 45.1% female, 12.9% Asian, 20.1% Black, 63.6% Hispanic, 2.7% White, 95.5% general education, 88.3% English proficient, and 94.7% FRPL eligible.
Intervention Group
The intervention is a one-year, supplemental literacy program given to students in seventh grade during the 2010-2011 school year. The program is delivered as a class. Classes met five times per week (though not necessarily every day), for 41-46 minutes (43 minutes on average across the 11 schools), for one year. The REWARDS Program provides instruction in word analysis, fluency, vocabulary, reading comprehension and writing, and uses content-related text and extended discussion of text meaning and interpretation. Teachers of REWARDS classes were specially trained and assisted throughout the year with classroom and professional development training and support.
Comparison Group
Comparison students attended classes in content subjects like science or social studies, talent/enrichment classes like art, music, dance, or drama, or gym class.
Support for implementation
School administrators attended classroom and professional development trainings.