From the introduction: "This analysis is the fourth in a series of reports produced by the Education Policy Institute, working in partnership with Renaissance. The purpose of this research programme is to ensure that policy makers and schools have access to robust data on the performance of different pupil groups, so that support is targeted effectively to those who need it most as we continue to recover from the pandemic. Our previous reports examined outcomes in Renaissance Star Reading and Renaissance Star Maths assessments before, during, and after the pandemic across all pupils and for pupils from disadvantaged backgrounds. This included examining how the disadvantage gap - the difference in outcomes between pupils from low-income backgrounds and their peers - had changed between 2017/18 and 2022/23." The full report is available online: <https://epi.org.uk/wp-content/uploads/2024/03/PUBLICATION-3_Final_v2.pdf>.

This independent, experimental study compared the reading attainment and intrinsic motivation to read between Intervention Group 1 (Life Boat Literacy), Intervention Group 2 (Accelerated Reader), and a control group. The results of this research found that the group using Accelerated Reader had statistically significant gains in both reading attainment and reading self efficacy compared to the control group and the group using Life Boat Literacy. Accelerated Reader "increased both reading attainment and the intrinsic motivation to read by one standard deviation unit compared to other pupils of a similar age and ability." Citation: Hall, A. (2011). Raising reading attainment and reading self efficacy in an all girls' secondary school; new whole language approaches vs. tried and tested synthetic phonics (Unpublished dissertation). Durham University School of Education, Durham, England. (Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)