DETAILS: Location: Western United States; Design: Independent, Correlational research; Sample: 32 high achieving students in grade 4 and 5 combination class; Measures: Star Reading; Duration: One school year.RESULTS: The average grade level equivalency and independent reading level growth exceeded one year during one school year. Citation: Strang, W. S. (2012). Using Accelerated Reader to compare the amount of reading with reading growth (Unpublished master's thesis). California State University, San Marcos.Report available online: <http://hdl.handle.net/10211.3/10211.8_241>

From the Abstract: "The purpose of this study was to investigate the impact of the Accelerated Reader program on elementary students' reading TAKS scores in an urban predominantly Hispanic Title I school. Namely, the study investigated the relationship among the amount of time spent reading, amount of reading, average AR test scores, and students' reaching AR goal in the Accelerated Reader Program, and students' reading achievement, as measured by the state high stakes standardized test, Texas Assessment of Knowledge and Skills (TAKS) test. Archival data contained AR reading records and TAKS reading scores for 300 elementary students in an urban predominantly Hispanic Title I school during 2007- 2008 and 2008-2009 school years was analyzed. A correlation design was utilized for this ex-post facto study to determine if a correlation exists between the reading achievement of the students, as measured by the Texas Assessment of Knowledge and Skill reading tests and the implementation of Accelerated Reader Program as measured by Engaged time in reading, AR points, AR average scores, and AR goal. The results showed there are low to moderate correlation between the Accelerated Reader program's major components AR Engaged Time, AR points, AR average correct, AR goal, and The TAKS reading test. Surprisingly, we found very 1 provocative results; 100% of the students who did not pass TAKS-Reading also did not reach their AR Goal; 100% of the students who reach their AR goals also passed TAKS reading tests." The full report is available online: <http://hdl.handle.net/10657/447>.

From the abstract: "The purpose of this study was to evaluate the effectiveness of the Accelerated Reader (AR) program when used as a supplement to teacher-directed instruction. A pretest-posttest, quasi-experimental design was used to determine the reading practice and comprehension gains of 6th-grade students over the course of one trimester. The study investigated three research questions: (a) does the Accelerated Reader program lead to statistically significant gains in reading practice, (b) does AR lead to statistically significant gains in reading comprehension scores, and (c) is there a statistically significant correlation between reading practice and reading comprehension? Two 6th-grade teams, consisting of 121 students from two suburban middle schools in Oregon, participated in the study. Groups were selected with respect to demographic and achievement similarities, teacher qualification and experience, and access to program components and materials. Both groups received direct instruction and were provided time for silent, sustained reading. The treatment group was also provided access to AR program components, including novels, software, and quizzes. Student Daily Reading Logs were used to record weekly reading times and provided pretest and posttest reading practice scores. The Test of Reading Comprehension, 3rd edition (TORC-3), was used as the pretest and posttest for reading comprehension. A repeated measures, mixed design ANOVA was used for analysis with questions one and two. Interaction scores by group and time showed a statistically significant difference (p < .05) for the treatment group in Question 1, suggesting that AR may be an effective supplement for increasing reading practice. An ANOVA analysis for reading comprehension demonstrated similar results with significant differences (p < .05) for the treatment group's posttest scores on the TORC-3. These findings suggest that AR may be an effective supplement for increasing reading comprehension. Question 3 utilized three, Pearson r correlations. These results yielded weak, non-significant correlations between gain scores in reading practice times and comprehension for control, treatment, and combined groups. These findings suggest that implementation levels may not be a significant factor in program efficacy. Continued research is needed to substantiate these results and further isolate specific program effects with middle school students of differing abilities and demographics."Reference: Hagerman, T. E. (2003). A quasi-experimental study on the effects of Accelerated Reader at middle school (Unpublished doctoral dissertation). University of Oregon, Eugene. For information on how to obtain a copy of this report, email Renaissance Research Department at research@renaissance.com.

DETAILS: Design: Correlational. RESULTS: This report of survey results from 743 Renaissance-certified Model Reading Educators indicated that 93% believe their jobs are more satisfying since implementing Accelerated Reader with best classroom practices. They were asked to respond to statements regarding student motivation, teaching, test scores, discipline, classroom management, communication, fostering a love of reading, helping students of all ability levels, and improving students abilities in all academic areas. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.