Early literacy practice with Lalilo was associated with higher levels of growth in general literacy achievement. Students who used Lalilo more intensively and for a longer period experienced the most growth in their literacy skills. Less intense and less frequent use of Lalilo was associated with relatively less achievement growth, but even lighter use was associated with more growth relative to students who did not use the program at all. These results remained consistent across struggling readers, English language Learners, and students from Title I schools.The full report is available online: <https://docs.renaissance.com/R63694>.

This large Freckle for Math study involved more than 250,000 students from Grades 3-5 and examined Freckle for Math usage and growth in general math ability (Star Student Growth Percentile) over the fall-to-spring period in the 2022-2023 school year. Students in grades 3-5 who used Freckle for Math at or above recommended levels experienced significantly greater growth than students using the program below recommended levels or not at all, particularly if the recommended usage spanned a larger portion of the school year. Using Freckle for Math at or above recommended usage levels promoted significantly greater growth among students in different educational settings (e.g., urban/suburban/rural, economically disadvantaged school classified as Title I), and among students using the program in small groups and large groups. Using Freckle for Math at or above recommended usage levels also promoted significantly greater growth for students of differing characteristics, including at risk students who struggle with math and English Language Learners.The full study is available online: <https://docs.renaissance.com/R67897>.

The author explores how myON can help support literacy learning both at home and school and the factors that contribute to variations in the amount of use.Citation: O'Conner, W. L. (2017). Sociocultural early literacy practices in the school and home context: The role of a digital library (Unpublished doctoral dissertation). University of California, San Diego, CA.The full report is available online: <https://escholarship.org/uc/item/1j95c5k2>.

From the abstract: "Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) is beginning to be implemented in preschool programs to improve outcomes and to reduce the need for special education services. The proportions of children in programs identified as struggling learners through universal screening have important implications for the feasibility of these approaches as well as for the way programs might allocate resources and staff implementing tiered models of intervention. The expected proportions of children who might be identified for higher tiers of instructional support in pre-kindergarten settings are relatively unknown. The proportions of children who would have been identified for higher tiers of instructional language/literacy support when using three different universal screening measures are described. Participants were 659 children participating in the Center for Response to Intervention in Early Childhood (CRTIEC) Tier 1 Study. Results indicated that the proportions of children at Tier 2 and Tier 3 performance levels were higher for children in low-income eligibility programs and varied by program-level characteristics including numbers of English language learners and children with special needs, as well as the universal screening measure used. Implications of these findings suggest the importance of increased focus on early literacy and language in Tier 1 instruction in programs serving high proportions of children at risk as a means of preventing reading failure in future years." Citation: Carta, J. J., Greenwood, C. R., Atwater, J., McConnell, S. R., Goldstein, H., & Kaminski, R. A. (2014). Identifying preschool children for higher tiers of language and early literacy instruction within a response to intervention framework. Journal of Early Intervention, 36(4), 281-291.The research study is available online: <https://www.researchgate.net/publication/275243333_Identifying_Preschool_Children_for_Higher_Tiers_of_Language_and_Early_Literacy_Instruction_Within_a_Response_to_Intervention_Framework>.

DETAILS: Location: 19 U.S. states, 1 Canadian province; Design: Correlational; Sample: 29 elementary, middle, and high schools; Measure: Library circulation measurements; Duration: Data spans 2-6 years. RESULTS: A number of research studies document the positive impact of Accelerated Reader on student reading achievement, motivation, and the amount of reading. One would expect that the combination of improved student motivation and teacher encouragement to read would affect library circulation. The purpose of this report was to review and summarize existing research on Accelerated Reader where library circulation was reported, which included 25 case studies, 3 journal articles, and 1 dissertation. The results showed that it is reasonable to conclude that students read more books while using Accelerated Reader, and are perhaps more motivated to read than before their schools implemented the program, so it can be expected that library circulation will increase. The full report is available online: <https://docs.renaissance.com/R37737>.

From the abstract: "Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed."Citation: Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (2012). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33, 48-64.The research study is available online: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041200/>.

From the abstract: "The purpose of this study was to compare both rates of reading achievement growth and predictive power of two widely-used assessments representing two different approaches to measurement - a computer adaptive assessment called Star Reading and a curriculum based measurement called AIMSweb. A total of 117 students from a school district in Tennessee were included in the sample. Data collection spanned two school years, and included students who were progress monitored (taking a minimum of 4 tests per year) in grades 1 through 4 in one year, and in grades 2 through 5 the subsequent year. Across the two years, interventions for both groups of students were consistent. The results of this study indicate that both measures were able to detect incremental change, and provide further support that both computer adaptive measures such as Star Reading and CBMs such as AIMSweb R-CBM are acceptable for progress monitoring. Of the two measures, only Star Reading achieved a significant correlation with the state reading assessment."Citation: Shapiro, E. S., & Gibbs, D. P. (2014). Comparison of progress monitoring with computer adaptive tests and curriculum based measures. Bethlehem, PA: Center for Promoting Research to Practice, Lehigh University.The full report is available online: <https://docs.renaissance.com/R57324>.

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, NV, NM, LA, AL, WV, and TN; Design: Independent, correlational; Sample: 140 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2010-11 school year, Save the Children supported several local programs in its model literacy initiative. Services at the 140 sites included the delivery of integrated in-school and afterschool literacy activities for children including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2010-11. During the 2010-11 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 12% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 29% were reading at grade level. The average pre-post change in Star Reading scores was 8.2 NCEs, which was statistically significant. AUTHORS: Richard N. White, Andrea S. Palmiter, Beth Sinclair, and Elizabeth R. Reisner. Report available online: <https://docs.renaissance.com/R61745>

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>.

This case study details the reading achievement growth the Cleveland Metropolitan School District (CMSD) attributes to the district's use of Accelerated Reader. Since districtwide implementation of Accelerated Reader in Cleveland during the 2008-09 school year, the percent of students scoring Proficient on the Ohio Achievement Assessments (OAA) has been on the rise, and a closer look at the data shows students who used Accelerated Reader saw their scaled score points improve an average of 0.13 points for every book read, 0.57 points for every additional minute of daily engaged reading time (ERT), and 0.66 points for every additional average percent correct (APC). Also included are powerful quotes from the educators using Accelerated Reader. REPORTING EDUCATOR: Eric Gordon, Chief Academic Officer. The report is available online: <https://docs.renaissance.com/R45891>.

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, GA, NV, NM, LA, AL, and TN; Design: Independent, correlational; Sample: 122 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2009-10 school year, Save the Children supported several local programs in its model literacy initiative. Eighty-four of the 122 sites continued to offer literacy programming begun in 2003-04 through 2006-07, 24 during 2008-09, and 14 sites operated for the first time in 2009-10. Services at the 122 sites included the delivery of integrated in-school and afterschool literacy activities for children including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2009-10. During the 2009-10 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 16% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 29% were reading at grade level. The average pre-post change in Star Reading scores was 7.4 NCEs, which was statistically significant. AUTHORS: Richard N. White, Elizabeth A. White, Andrea S. Palmiter, and Elizabeth R. Reisner. Report available online: <https://docs.renaissance.com/R53347>

DETAILS: Location: KY, AZ, CA, MS, SC, AR, CO, GA, NV, NM, LA, and TN; Design: Independent, correlational; Sample: 118 local model literacy initiative programs; Measure: Star Reading, Star Early Literacy; Duration: 1 school year. RESULTS: During the 2008-09 school year, Save the Children supported several local programs in its model literacy initiative. Twenty of the 118 sites continued to offer literacy programming begun in 2003-04 or 2004-05, fifty-one began operating during 2005-2006 or 2006-07, 19 during 2007-08, and 26 sites operated for the first time in 2008-09. Services at the 118 sites included the delivery of integrated in-school and afterschool literacy activities for children including using Accelerated Reader. This report describes implementation of the literacy model at each site, the characteristics of participating children, and the learning results achieved during 2008-09. During the 2008-09 school year, the proportion of participants reading at a level appropriate for their grade level or above increased. On the initial Star Reading test, 16% of students were at grade level or higher--a normal curve equivalent (NCE) score of 50 or more. The final Star Reading test showed that 29% were reading at grade level. The average pre-post change in Star Reading scores was 5.8 NCEs, which was statistically significant. AUTHORS: Andrea S. Palmiter, Erickson R. Arcaira, Richard N. White, and Elizabeth R. Reisner. Report available online: <https://files.eric.ed.gov/fulltext/ED508135.pdf>

DETAILS: District Profile (McCracken County Public Schools): 6,854 students in grades: Pre-K-12; District Demographics: Rural, Free/reduced-price lunch: 44%; District Race/Ethnicity: Black or African American: 4%, White: 91%, Hispanic or Latino: 2%, Asian or Pacific Islander: 1%, American Indian or Alaska Native: 1%, Other: 1%. Focus School Profile (Concord Elementary School): 423 students in grades: Pre-K-5, Title I. RESULTS: Just 4 years after this district standardized use of Accelerated Reader with best practices, the percent of students at the proficient or distinguished levels in reading on the Kentucky Core Content Test (KCCT) increased 11 percentage points in 4th grade, 11 points in 7th grade, and 17 points in 10th grade--maintaining higher gains than the state. REPORTING EDUCATORS: Barbara Vick, assistant superintendent; Ann Fendley, library media specialist. The full report is available online: <https://docs.renaissance.com/R37030>.