The following is an excerpt of the intervention methodology. For more information, please see the full text of the article on the publisher's website or through your institution's library.

Ninety-six Italian pupils (48 males, 45 females; three missing data) from seven classes of a public secondary school located in Northern Italy participated in the study. The percentage of immigrants relative to Italians in the school was approximately 3%. Mean age was 12.81 years (SD = 0.57). Each of the classes involved in the study was randomly allocated to one of three conditions (intercultural reading, non-intercultural reading, no reading).

Before summer vacation, pupils were given one of two lists of books designed for secondary schools, from which they had to choose one book for the summer as part of their curriculum. The proposed books either included stories in which characters from different cultures, presented in a positive tone, interacted with people from a culture similar to that of participants or reported personal living difficulties because of their cultural origin [...] A second control condition was composed of pupils who were not advised to read any book (control, no-reading condition). [...] Approximately one week after the beginning of the new school year, a questionnaire concerning their attitudes toward immigrants was administered to pupils.

Unless otherwise indicated, responses to all items were given on a 7-point scale, anchored by 1 (not at all) and 7 (very much).