Educational organisations rely increasingly on digital platforms and learning technologies to deliverquality education. As a result, randomised A/B testing has become a viable pathway for internal innovation in addition to its traditional role in academic research and more formal evaluations.

Through E-readers and lesson guides, we provide a large selection of on-level content and well-crafted lessons that ensure students are actively participating and engaging with the text. We investigate whether interactive read alouds (IRAs), where teachers model higher-order thinking, can support the development of metacognitive connections and contribute to student mastery of inferential questions and general reading comprehension.