This technical report details the statistical method behind the process of linking Alberta Provincial Achievement Test (PAT) for English Language Arts and Star Reading scaled scores. The full report is available online: <https://docs.renaissance.com/R58174>.

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>.

DETAILS: School Profile: 1,475 students in grades: 9-12; Demographics: Urban. RESULTS: Since implementing Accelerated Reader with best practices, the percent of students labeled Successful on the Ontario Secondary School Literacy Test increased by 11 percentage points and library circulation more than quadrupled. REPORTING EDUCATOR: Maria Davis, teacher-librarian. The full report is available online: <https://docs.renaissance.com/R37699>.

DETAILS: School Profile: 325 students in Junior Kindergarten (JK)-8; Demographics Rural/Manufacturing. RESULTS: Since implementing Accelerated Reader with best practices in the 2001-2002 school year, the percentage of grades 3 and 6 students at or above the provincial standard on the EQAO Assessment of Reading increased and finally surpassed provincial scores in the 2004-2005 school year. REPORTING EDUCATOR: Dee Ann Yurke, library technician. The full report is available online: <https://docs.renaissance.com/R39587>.

DETAILS: Location: Abbotsford, British Columbia, Canada; Design: Independent, quasi-experimental; Sample: 42 third-grade students at two elementary schools; Measures: Gates-MacGinitie Reading Test (GMRT), Elementary, Reading Attitude Survey (ERAS); Duration: 9 weeks. RESULTS: This study examined the effects of Accelerated Reader on reading comprehension and attitudes toward reading. Teachers at the experimental school received training on best classroom practices for Accelerated Reader, and Star Reading was used to determine students correct zone of proximal development. The experimental group of students was encouraged to read and test on books supported by Accelerated Reader, while control students received normal reading instruction, which included silent reading but no use of Accelerated Reader. Students in both groups were pre- and posttested using the GMRT and ERAS. Students using Accelerated Reader experienced an average growth of 16.95 points on the GMRT, whereas students in the control classroom experienced an average 11.09-point decrease in scaled scores. The results of the ERAS indicated that student attitudes underwent little change during the 9-week period, probably due to the relatively short duration of the study. Study results provided evidence that there is a causal relationship between use of Accelerated Reader and improvements in reading comprehension. AUTHOR: Cameron T. Friesen. The Summary of this study is available online: <https://docs.renaissance.com/R33208>. Email research@renaissance.com to request a copy of the Full Article from the Renaissance Research Department.