Renaissance tools, including Accelerated Reader, eduCLIMBER, myIGDIs, myON, Nearpod, and Star Assessments, are supported by peer-reviewed research. This document provides a list of the peer-reviewed research available for reading and math practice products as well as assessment products. This document is only available online: <https://docs.renaissance.com/R35595>.

About What Kidsa are Reading 2025 Our very own Gene Kerns penned the Introduction to this year's report, which shares the reading habits of 5 million K--12 students, from 21,259 schools across all 50 states and DC, who read 173 million books during the 2023--2024 school year. This year's report explores the importance of kids spending 15 minutes on reading practice daily--a manageable amount for busy readers that our data show is the sweet spot to see real gains in terms of literacy achievement and vocabulary exposure. Two new report features highlight our findings, The Magic of 15 Purposeful Minutes spread on pp. 8--9, and the research questions and answers found in our four new Inspired to Read spreads kicking off each section of the report: What Kids are Reading is organized by grade range, with each section beginning with an Inspired to Read spread bursting with reading motivation. At the top of these pages, we've included two book lists: (1) Recognizing Resilience, featuring an array of stories whose characters display grit and tenacity, allowing readers to feel seen as well as broaden their understanding and empathy for others, and (2) Series Sets, where we've highlighted a book series for each grade level that was read by students who also favored a series from the Top Print list for that grade. Spanning the bottom of these pages, we explore The Magic of 15 Purposeful Minutes by examining the impact of kids spending just 15 minutes per day reading, using data from our Accelerated Reader database for the 2023--2024 school year. The following page begins with a Teacher Recommendation, from a reading survey conducted in January 2025 of educators spanning all grade levels, who answered a short series of questions regarding student book reading. Then, a map displaying Signature Books, that ranked higher in popularity in each state than they did nationwide, and four Fresh Finds, comprising books that kids first quizzed on during Fall 2024. Each individual grade level includes a Highest Rated book that received the most stars from kids in that grade who opted to rate books on a 4-point scale after reading and quizzing. Next up, two ranked booklists, Top Print (from Accelerated Reader) and Popular Digital (from myON), both display books by series, where appropriate, to allow as many unique authors and titles on the lists as possible. The myON books also do not repeat from grade to grade to include even more distinct titles. Finally, each grade level features a curated list of Authentic Spanish texts. The Full Report and additional information is available online: <https://www.renaissance.com/wkar>.

To explore how myON use relates to progress in general reading ability, we drew upon a sample of 76,622 UK pupils from the 2021-2022 and 2022-2023 school years. Results indicated that myON use was associated with improved student outcomes, and more frequent programme use was associated with accelerated academic progress.The research study is available online: <https://docs.renaissance.com/R67912>.

The purpose of this study was the examine the patterns of reading achievement growth for students using myON. Results showed that students who spent more time on myON (per session and number of sessions) experienced more growth in Star Reading. And how students use myON affects student growth. Gains were shown in student growth percentiles (SGP), and analyses are presented for the general population, struggling readers, and English Language Learners.The research study is available online: <https://docs.renaissance.com/R62687>.(Email research@renaissance.com to request a copy of the 2019 report Special report: Trends in student outcome measures: myON and student achievement from the Renaissance Research Department.)

This document examines the evidence base for myON that meets the requirements of Every Student Succeeds Act (ESSA).The full report is available online: <https://docs.renaissance.com/R62045>.

myON has recently received Digital Promise's Research-Based Design for Instructional Learning Products: Product Certification. This certification is intended to serve as a reliable signal for consumers, including school administrators, educators, and families, looking for evidence of educational technology (edtech) products that are based in research about learning. Renaissance submitted evidence confirming a link between research on how students learn and myON's design.The certification is available online: <https://productcertifications.digitalpromise.org/research-based-certified-products/>.

This white paper contains the research foundation for myON. The Full Report is available online: <https://docs.renaissance.com/R63613>.

In December 2019, Seychelles Ministry of Education made the decision to implement Renaissance's reading solution (myON) to all 25 primary schools over 3 years, launching in Spring 2020. Since myON was launched in 2020, pupils have spent over 1,000,000 minutes reading, with over 150,000 books completed. This is a great achievement for one of the world's smallest countries.The full case study is available online: <https://cdn.theewf.org/uploads/pdf/Renaissance-Learning-Seychelles-Case-Study.pdf>.

"The purpose of our research was to cobine the efforts of the Education 230 Research Group and myON, Renaissance to enhance the Hungarian Education System. Within the wframework of the research, the objectie was to conduct research regarding the effects of using the ditial reading program myON on the acquistiation of English as a second language, as measured by Star, Renaissance assessments. . . Our findings highlight that myON has positive impacted both teachers' ability to utilize feedback from assessments and students' ESL reading and language acquistion wihile also having an emporing and motivating effect on both."Citation: Education 2030 Research Group. (2020). Using modern digital learning programs to scaffold learning in grades 5-8: Research report on the effects of using a digital reading program, myON by Renaissance to support the acquisition of English as a foreign language. Eszterházy Károly University.Email research@renaissance.com to request a copy of the report from the Renaissance Research Department.

From the abstract: "There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020."Citation: Wyse, A. E., Stickney, E. M., Butz, D., Beckler, A., & Close, C. N. (2020). The potential impact of COVID-19 on student learning and how schools can respond. Educational Measurement: Issues and Practice, 39(3), 60-64. The Full Article is available online: <https://doi.org/10.1111/emip.12357>.

DETAILS: Location: Turkey; Design: Internal, correlational; Sample: Students in Grades 2-7; Duration: 8-week trial between May 1, 2020 and June 30, 2020. RESULTS:'The results of the analyses of the Lexile scores showed that there were positive gains in the pupils' reading ability, on average, between the pretest and the posttest at each grade level and that gains increased as grade increased which is desirable. In addition, a strong relationship (.67) was evident between the average number of words read and average change in Lexiles by grade, indicating that the number of word reads was a strong predictor of growth in reading. In addition, the amount of time spent reading as well as number of books read suggests myON helps foster reading habits known to improve English learning. Analyses of the two major research questions support the use of myON for extensive reading in the EFL classroom.'

From the abstract: "Over the past few decades, digital technologies have dramatically altered the learning tools available to students and teachers. myON is considered one of the key reading intervention programs that have contributed significantly in improving elementary school students' reading ability.The goal of this study is to understand how elementary school students acquired and utilized the digital book libraries through usability research. This involved understanding how the students use myON to find key information about a book and their experiences when interacting with myON website.The research results show that 97% of success in task completion indicated that the website was effective which enables participants to complete their tasks successfully. The overall satisfaction score was above the average, indicating that the majority of the participants were satisfied with using the website. The common consensus among the participants was that myON was appropriate for enabling students to read different books online."Citation: Alfageh, D., & Demir, F. (2018). The usability evaluation of a digital book application for elementary school students. International Journal of Arts Humanities and Social Sciences, 3(18), 27-33.The full article is available online: <http://www.ijahss.com/Paper/03082018/1079495654.pdf>.

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>.