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 Using Accelerated Reader to compare the amount of reading with reading growth (Unpublished master's thesis).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>

This study was conducted to determine whether students in need of intervention in algebra could be identified earlier, providing more time for them to receive additional support. Scores from Star Math (taken in grade 8) and the Algebra I End-of-Grade Exam (taken in grade 9) were examined for 200 students from a Midwestern suburban high school. A simple liner regression determined a student's Star Math score from eighth grade was a valid predictor of the student's Algebra I End-of-Course test taken the following year, making the assessment helpful in indentifying students in need of extra interventions.Citation: Smith, M. (2012). A study of the predictive validity of the Star Math test for the Algebra 1 End of Course exam. Maryville, MO: Northwest Missouri State University.The full report is available online: <https://www.nwmissouri.edu/library/researchpapers/2012/Smith,%20Molly.pdf>.

From the report: "The development of early literacy skills for Spanish English bilinguals (SEB) is an important foundation for designing and interpreting assessments and related results with SEB populations. More specifically, understanding the way in which early literacy skills develop in Spanish is crucial when evaluating performance and progress in U.S. SEB preschool-age children. Without adequate knowledge of the ontogeny of early Spanish language and literacy skills, young children in this population who are at-risk for later reading difficulties cannot be appropriately identified and recommended for intervention. Gaining this understanding is especially timely as the population of Spanish-speaking children continues to increase in the United States (Garcia, Jensen & Scribner, 2009)."Citation: Wackerle-Hollman, A., Brunner, S., Duran, L., McConnell, S., Palma, J., Kohlmeier, T., & Rodriguez, M. (2012). The development of early literacy skills in bilingual and Spanish-speaking preschool-age children: A literature review. Minneapolis, MN: University of Minnesota. The research study is available online: <https://innovation.umn.edu/igdi/wp-content/uploads/sites/37/2018/08/TechnicalReport1.pdf>.

This conference presentation describes the use of ATOS for analyzing reading data.Citation: Milone, M., Stickney, E., Sharp, L., & Blythe, D. (2012, April). Practical aspects of readability analysis for informing instruction and policy. Paper presented at the National Council on Measurement in Education Annual Meeting, Vancouver, British Columbia, Canada.Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

This conference presentation describes the breakthrough research-based approach used to develop the learning progression for reading. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

From the abstract: "Early literacy individual growth and development indicators (EL-IGDIs) assess preschoolers' expressive vocabulary development and phonological awareness. This study investigated longitudinal change in EL-IGDIs using a large (N = 7355), internet-based sample of 36- to 60-month-old United States preschoolers without identified risks for later achievement delays. There were three major findings. First, results identified sensitivity to longitudinal change for all three EL-IGDIs (i.e., Picture naming, Rhyming, and Alliteration). Second, results demonstrated age-related differences in growth rates between 3- and 4-year-olds, especially for Rhyming and Alliteration. Third, preliminary national norms were reported. Discussion highlights the need for research examining the sensitivity of EL-IGDIs for younger preschoolers."Citation: Roseth, C. J., Missall, K. N., & McConnell, S. R. (2012). Early literacy individual growth and development indicators (EL-IGDIs): Growth trajectories using a large, internet-based sample. Journal of School Psychology, 50(4), 483-501.

From the Abstract: "There has been increased attention to the development of assessment measures for evaluating mathematical skills in young children in order to inform instruction and intervention. However, existing tools have focused primarily on number sense with little attention to other areas of mathematical thinking such as geometry and algebra. The purpose of this study is to describe preliminary reliability and validity evidence for several curriculum-based measures designed to assess mathematical skills in preschool children. Interscorer, test-retest, alternate-form reliability, and concurrent validity of five tasks-Cardinality, Pattern Completion, Shape Naming Fluency, Shape Selection Fluency, and Shape Composition-were examined in a small sample of preschool-age children at risk for academic difficulties because of demographic characteristics. Results indicated strong interscorer reliability, moderate to strong test-retest reliability, and adequate alternate-form reliability. Concurrent validity coefficients ranged from weak and nonsignificant to strong, positive significant correlations. However, non-domain specific correlations were demonstrated, and there was no clear pattern of convergent and divergent validity. Findings are discussed in the context of necessary research in early math measurement for preschoolers." Citation: Polignano, J. C., & Hojnoski, R. L. (2012). Preliminary evidence of the technical adequacy of additional curriculum-based measures for preschool mathematics. Assessment for Effective Intervention, 37(2), 70-83.

The findings of this report suggest which diagnostic tool best predicts passage on the Ohio Third Grade Reading Achievement Assessment (OAA). The researchers further looked at the comparative costs of these tools on a per student basis. Star Reading was found to have the strongest relationship with the Ohio Third Grade Reading Achievement Assessment and also one of the most cost-effective diagnostic tool among (1) Kindergarten Readiness Assessment- Literacy (KRA-L); (2) second grade AIMS fluency probes; (3) Developmental Reading Assessment (DRA); (4) Star reading assessment; and (5) standards based report card indicators (SBRCI).Citation: Ingle, W. K., & Cramer, T. (2012, March 17). A cost effectiveness analysis of third grade reading diagnostic tools. Paper presented at The Association for Education, Finance, and Policy 37th Annual Conference, Boston, MA.The full report is available online: <https://web.archive.org/web/20130602170613/https://aefpweb.org/sites/default/files/webform/CE%20analysis_reading%20assessments.pdf>.The Summary of this study is available online: <https://docs.renaissance.com/R54959>.

This study assessed the capabilities of six text difficulty metrics to predict reference measures of text difficulty. The six metrics were as follows: Lexile (MetaMetrics), ATOS (Renaissance), Degrees of Reading Power: DRP Analyzer (Questar Assessment, Inc.), REAP (Carnegie Mellon University), SourceRater (Educational Testing Service), and the Pearson Reading Maturity Metric (Pearson Knowledge Technologies). Additionally, the study included a seventh metric (Coh-Metrix, University of Memphis) that provides multiple indices of text difficulty. All of the metrics were found to be reliably, and often highly, correlated with grade level and student performance-based measures of text difficulty across a variety of text sets, and across a variety of reference measures.AUTHORS: Jessica Nelson, Charles Perfetti, David Liben, and Meredith Liben. The full report is available online: <https://achievethecore.org/content/upload/nelson_perfetti_liben_measures_of_text_difficulty_research_ela.pdf>.Results informed the supplement to Appendix A of the Common Core State Standards for English Language Arts and Literacy that is available online: <https://web.archive.org/web/20121011020727/http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf>.The citation: Nelson, J., Perfetti, C., Liben, D., & Liben, M. (2012). Measures of text difficulty: Testing their predictive value for grade levels and student performance. Technical Report to the Gates Foundation.

The Goal-Setting Chart assists educators in establishing appropriate goals for their students, including percent correct on Accelerated Reader Reading Practice Quizzes, quantity of Accelerated Reader points earned, and book-level ranges. The guidelines for setting individual and classroom goals are supported by research and have been validated empirically. When combined with educators professional judgment, they help ensure the best outcomes for students. This paper summarizes the supporting research: 1) Research shows that high levels of success in academic tasks lead to improved educational outcomes; thus, it is recommended that students average 85% correct or higher on Accelerated Reader Reading Practice Quizzes. 2) The Goal-Setting Chart includes suggested zone of proximal development (ZPD) book-level ranges that have been validated based on the actual reading of more than 20,000 students. 3) Accelerated Reader points are a measure of academic learning time---the amount of time a student is successfully engaged in activities related to valued educational outcomes. The Goal-Setting Chart shows the number of points students should be expected to earn based on reading ability and amount of time spent reading, consistent with independent studies of students reading rates and Renaissance internal research. The full report is available online: <https://docs.renaissance.com/R14386>.

From the abstract: "In the last two and half decades, much has been learned about conceptualizing and developing measures for use by practitioners designed to inform their intervention decision making, such as when a child would benefit from receiving additional instructional support (universal screening) and whether the child is responding positively to the intervention when delivered (progress monitoring). The authors describe these developments, related issues continuing to face the field, and what is needed in terms of measures, access, and usability in future practice, research, and development."Citation: Greenwood, C. R., Carta, J. J., & McConnell, S. (2011). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention, 33(4), 254-267.The research study is available online: <https://www.researchgate.net/profile/Judith-Carta/publication/254114124_Advances_in_Measurement_for_Universal_Screening_and_Individual_Progress_Monitoring_of_Young_Children/links/543d238b0cf2c432f7425337/Advances-in-Measurement-for-Universal-Screening-and-Individual-Progress-Monitoring-of-Young-Children.pdf>.

In this study, 31 students from two fourth-grade classrooms in an Upper-Midwestern school were asked to read up to six books, alternating between the AmazonKindle e-reader and traditional print formats to avoid any treatment effect. The books were selected from a list of more than a dozen popular fiction titles selected to match the students' reading proficiency as measured by the Star Reading assessment. Students read a total of 135 books, 69 on the Kindle and 66 in print. After reading each book, they completed an Accelerated Reader quiz to measure their comprehension. Results showed no statistically significant difference between the students' understanding of the Kindle and print versions of the books. The percent correct for books read on the Kindle averaged 88%, while the average for books read in print was 88.5%. Students' percent correct on the study books was almost identical to their comprehension of print books read outside the study, suggesting that within-study performance was typical for the participants.AUTHOR: Michael Milone, Ph.D. The full report is available online: <https://docs.renaissance.com/R547300>.

DETAILS: Location: residential school for the deaf and hard-of-hearing in southeastern U.S.; Design: Independent, correlational; Sample: 55 students; Measures: Star Reading, SAT-10; Duration: 4 years (2003-2007). RESULTS: This study found that there is a significant correlation between the number of books read using Accelerated Reader and performance on both Star Reading and Stanford 10, over time. Citation: Gilliam, D. A. (2011). The relationship between the use of the Accelerated Reader program and reading comprehension scores for deaf and hard of hearing students (Unpublished dissertation). Lamar University, Beaumont, TX. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.The Summary of this study is available online: <https://docs.renaissance.com/R57665>.