From the abstract: "Given the potential long-term outcomes of poorly developed mathematical skills, there is a need to understand the emergence and development of these skills in the context of improving educational experiences and ensuring better outcomes for preschoolers. The purpose of this article is to describe preliminary reliability and validity evidence supporting the Preschool Numeracy Indicators (PNIs), which are tasks for the assessment of number skills during the preschool years. Results from a sample of 3- to 6-year-old children (N = 163) attending preschool and Head Start programs revealed (a) evidence of test-retest reliability, (b) evidence that the four PNIs measure the same construct, (c) evidence of age-related differences in PNIs scores, and (d) evidence that the PNIs demonstrate external relations with scores from three test batteries measuring mathematics and number skills and other preacademic skills. Implications focus on the use of the PNIs for screening purposes, and future research is described."Citation: Floyd, R. G., Hojnoski, R., & Key, J. (2006). Preliminary evidence of the technical adequacy of the preschool numeracy indicators. School Psychology Review, 35(4), 627-644. The full article is available online: <https://search.proquest.com/docview/219655159 >.

In its report, the federally funded FCRR named the following as strengths of Accelerated Reader: 1) It can be motivating for many students, 2) Students independently choose material to read at their own pace, 3) Students are provided with immediate results, 4) Accelerated Reader Reports are generated for students, teachers, parents, and school administrators, 5) Teachers can monitor students' reading habits and progress in the program, and 6) Lists of leveled and coded books are provided to match students' reading levels to appropriate books. The FCRR report is available online: <https://docs.renaissance.com/R55829>

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: School Profile: 600 students in grades: K-3; Demographics: Rural, Title I, Limited English proficiency: 8%, Free/reduced lunch: 57%, Mobility: 22%; Race/Ethnicity: Black or African American: 10.0%, White: 76.0%, Hispanic or Latino: 11.5%, Asian or Pacific Islander: 0.5%, American Indian or Alaska Native: 2.0%. RESULTS: The schools implementation of Accelerated Reader and Accelerated Math helped to increase the percentage of students who Met Standard and received Commended Performance in reading, mathematics, and all subjects tested on the Texas Assessment of Knowledge and Skills (TAKS). REPORTING EDUCATOR: Linda Staton, principal. The full report is available online: <https://docs.renaissance.com/R36620>.

DETAILS: School Profile: 390 students in grades pre-K-5; Demographics: Rural, Title I, targeted assistance, Free/reduced lunch: 54%, Mobility: 7%; Race/Ethnicity: Asian/Pacific Islander: 3%, Black/African American: 8%, Hispanic/Latino: 1%, White: 88%; Measure: Iowa Test of Basic Skills (ITBS). Duration: 1998-2005. RESULTS: At Hawthorne Elementary, since fully implementing Accelerated Reader, Accelerated Math, and MathFacts in a Flash, in tandem with Renaissance's research-based best practices, students scores on the ITBS have risen dramatically. Most notably, since fall of 2003, more than 90% of students have scored proficient in reading, and from 2001 to 2005 the percent of students proficient in math has grown 25.9%. As a result, Hawthorne Elementary welcomes visitors from the district and community and has become an example for implementations at other elementary schools. REPORTING EDUCATOR: Sharon Kokemuller, principal. The full report is available online: <https://docs.renaissance.com/R38272>.

DETAILS: Location: Memphis, Tennessee; Design: Independent, experimental, peer-reviewed; Sample: 1,665 students and 76 teachers at 11 elementary schools; Measures: Star Early Literacy, Star Reading; Duration: 1 school year. RESULTS: In this study, teachers at urban elementary schools were randomly assigned to use or not use Accelerated Reader. Star Early Literacy and Star Reading results showed significant gains and moderate to large effect sizes in grades K-2 and small to moderate effect sizes in grades 3-6. Eighty-three percent of the students in grades 3-6 were eligible for free or reduced-price lunch. Students with learning disabilities benefited most in classrooms with high-implementation of Accelerated Reader compared to those in low- or no-implementation classrooms. PLEASE NOTE: The Summary of this peer-reviewed journal article: Nunnery, J. A., Ross, S. M., & McDonald, A. (2006). A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed at Risk, 11(1), 1-18. is available online: <https://docs.renaissance.com/R37112>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com. The initial report upon which this article is based, Ross, S. M., Nunnery, J., & Goldfeder, E. (2004). A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Final evaluation report. Memphis, TN: University of Memphis, Center for Research in Educational Policy, is also available online: <https://docs.renaissance.com/R40767>.

DETAILS: Location: 30 U.S. states; Design: Predictive validity study; Sample: Grades K-2 at 130 schools; Measures: Star Early Literacy, Star Reading; Duration: 2 school years. RESULTS: The early assessment of pre-reading or early literacy skills is vitally important in a comprehensive educational approach. This research investigated the predictive validity of scores from Star Early Literacy, a computer-adaptive test of early literacy skills, with evidence for its utility in monitoring student progress across the academic year. The assessment measures the main domains of skills known to be prerequisites for later reading skills, such as phonics, phonemic awareness, text comprehension, and vocabulary. Students from 2 consecutive school years spanning grades K-2 were assessed on early literacy skills 3 times across the initial school year, and then 2 grades later were assessed on reading skills. Results provided strong evidence for both predictive validity and use as a monitor of student progress. AUTHORS: Joseph Betts, PhD, MMIS and James R. McBride, PhD. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

Star Reading was favorably reviewed by SEDL. The Full Review is available online: <http://www.sedl.org/reading/rad/>, search for Star Reading.

DETAILS: Design: Independent, correlational. RESULTS: This report is parallel to Rudd and Wade, 2006 (available online: <https://www.nfer.ac.uk/publications/SRY01/SRY01.pdf>), which examined the impact of Accelerated Reader on reading achievement. Overall, the mean gain in reading ability was statistically significant. Gains in reading scores were statistically significant in 12 out of 15 classes. The average percentage correct (APC) varied and was considerably below the 85% minimum Renaissance recommends. The higher APC, the higher mean scaled score gain, and the APC was even more crucial if the amount of reading was small. AUTHORS: Keith J. Topping, PhD. Report available online: <https://web.archive.org/web/20110516030644/http://www.dundee.ac.uk/eswce/research/projects/lis/download/accelerated-reader.doc>

In May of 2002, the University of Oregon published the Analysis of Reading Assessment Instruments for K-3. In the executive summary of their final report, the University of Oregon Assessment Committee identified some of the limitations of their work. "The most conspicuous limitation to the Assessment Committee's effort is the limited number of assessment instruments analyzed, coded, reviewed, and evaluated. Clearly, more assessment instruments must be reviewed and evaluated" (p. 10). The University of Oregon could not evaluate Star Early Literacy (SEL), because it was released after the Oregon Committee began their work. For this reason, researchers from the UW-Madison reviewed SEL using the same rigorous methodologies used by the Oregon group. In order to replicate the process as closely as possible, they analyzed how the Oregon Committee evaluated other instruments, including DIBELS and TPRI. Then, following the same procedures, the researchers reviewed SEL separately using the Analysis of Reading Assessment Instruments for K-3. After completing the reviews, an inter-rater reliability check was performed to identify discrepancies, and the researchers then discussed and resolved any discrepancies between the two reviews. Through the analysis, researchers found SEL to be a reliable and valid instrument, like the other assessments reviewed by the University of Oregon. UTHORS: Geoffrey D. Borman, PhD and N. Maritza Dowling, PhD. Report available online: <https://docs.renaissance.com/R40792>

DETAILS: School Profile: 250 students in grades: K-1, 4-6; Demographics: Inner-city school, Title I, Limited English proficiency: 1.3%, Free or reduced lunch: 74%; Race/Ethnicity: Black or African American: 53.1%, White: 29.8%, Hispanic or Latino: 14.5%, Asian or Pacific Islander: 2.2% American Indian or Alaska Native: 0.4%. RESULTS: Since implementing Accelerated Reader with best practices, the percentage of 5th-grade students meeting or exceeding reading state standards jumped from 64.7% in 2003 to 83.5% in 2005 on the Deleware State Testing Program. REPORTING EDUCATOR: Diane D'Angelo, English language arts instructional coach. The full report is available online: <https://docs.renaissance.com/R35318>.

DETAILS: 452 students in grades: Pre-K-5; Demographics: Rural, Title I: 24%, Free/reduced lunch: 49%, Mobility: 15%, Limited English proficiency: .4%; Race/Ethnicity: Black or African American: 8%, White: 81%, Hispanic or Latino: 10%, Asian or Pacific Islander: 1%. RESULTS: After using Accelerated Reader and Accelerated Math with best practices, Iowa Test of Basic Skills (ITBS) reading and math scores increased, and library circulation increased by 56.5%. REPORTING EDUCATOR: Vicki Stephenson, principal. The full report is available online: <https://docs.renaissance.com/R34891>.