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.

DETAILS: Location: Large city in upper Midwest; Design: Independent, experimental; Sample: 2 third-grade classrooms and 2 fifth-grade classrooms; Measure: Star Reading; Duration: 6 months. RESULTS: Although there is correlational evidence showing that students who read more have higher achievement, the National Reading Panel has stated there was insufficient evidence to determine the direction of causality. This study was conducted to address this shortcoming in the literature and the question: Does more time spent reading produce higher achievement? Students were randomly assigned to spend either 40 minutes (experimental condition) or 15 minutes (control condition) per day independently reading. All students read books matched to their reading abilities, and took an Accelerated Reader quiz after reading each book. Pretest and posttest data were collected from all students in this study. The researchers concluded that more time spent reading had a greater effect on achievement compared to the control condition. In addition, the results showed that poor readers tended to have greater gains in vocabulary with 15 minutes of reading but had better gains on reading comprehension with 40 minutes of reading. AUTHORS: S. Jay Samuels, EdD and Yi-Chen Wu, PhD. Report available online: <https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=ce1f459adbbae5978d07378bd5611e045efd4f04>

DETAILS: School Profile: 270 students in grades Pre-K-8; Demographics: Inner city, urban; Race/Ethnicity: Black/African American: 57%, Hispanic/Latino: 43%; Measure: Iowa Test of Basic Skills (ITBS); Duration: 2001-2003. RESULTS: With the financial support of William Ruane, a well-known philanthropist in New York City, Saint Paul School began implementing Accelerated Reader in 2001. This included hiring a reading specialist and hosting an on-site training seminar for teachers on Accelerated Reader best classroom practices. During the 3 years of Accelerated Reader implementation, the school experienced consistent and steady growth in academic achievement. From 2001 to 2003, students in grades 2 through 7 gained an average of 10 percentiles on the reading portion of the ITBS, and library circulation quadrupled. During the 2002-2003 school year, each student read an average of 158 books. REPORTING EDUCATORS: Agnes Sayaman, principal; Emily Severance, reading specialist. The full report is available online: <https://docs.renaissance.com/R32975>.

DETAILS: Location: Throughout the US; Design: Independent, hierarchical linear modeling; Sample: Data from more than 3,000 classrooms using Accelerated Reader and best practices with 25 different reading curricula; Measures: Accelerated Reader, Star Reading. RESULTS: Results from an independent analysis demonstrates that when implemented according to Renaissance's recommended best classroom practices, Accelerated Reader enhances over 25 currently published reading curricula and leads to improved student outcomes. The more successful, guided independent reading students engage in, the higher their reading gains. AUTHOR: Daniel Bolt, PhD. A pdf of this report is not available. Email the Renaissance Research Department at research@renaissance.com for additional information.

DETAILS: Location: Virginia; Design: Independent, quasi-experimental, peer-reviewed; Sample: 755 students in grades 3-5 at 7 schools; Measure: Gates-MacGinitie Reading Test; Duration: 1 school year. RESULTS: This study investigated the effect of Accelerated Reader on the reading achievement and vocabulary development of students from a Title I, urban environment. Students categorized as high-Accelerated Reader users gained significantly more on reading comprehension than those students categorized as average and/or low users. Results indicated that the Accelerated Reader program can be quite effective if the participating students are willing to do supplemental reading. AUTHORS: Roger A. Johnson, PhD and Carol Howard, PhD.The Summary of this study is available online: <https://docs.renaissance.com/R11825>. The Full Report is also available online: <https://www.readingmatrix.com/articles/johnson_howard/article.pdf>.

DETAILS: Location: United Kingdom; Design: Independent, peer-reviewed; Sample: 13 schools, primary through a city technology school; Measures: Primary Reading Test (PRT), Group Reading Test II 6-14 (GRT), Star Reading; Duration: 6 months. RESULTS: Nine of the 13 schools in this study were from disadvantaged areas in the UK. Results indicated a statistically significant average gain in standardized scores for the paper-and-pencil test of 2.84 (n = 559) (p < .001) and an average gain in grade equivalent on the Star Reading test of 0.75 (n = 299) (p < .001) in half a year. The authors concluded that Accelerated Reader had a significant impact on reading achievement in the study schools and that it is critical to implement the program properly and consistently with best practice recommendations. The authors also cited the value of Accelerated Reader as a tool that generates its own implementation integrity data. PLEASE NOTE: The Summary of this peer-reviewed journal article: Topping, K. J., & Fisher, A. M. (2003). Computerised formative assessment of reading comprehension: Field trials in the U.K. Journal of Research in Reading, 26(3), 267-279 is available online: <https://docs.renaissance.com/R15385>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.

School Renaissance (using Accelerated Reader with best practices and Star Reading, and using Accelerated Math with best practices and Star Math) is included in Northwest Regional Educational Laboratory's (NWREL) prestigious Catalog of School Reform Models. NWREL describes comprehensive school reform as a means to improve student achievement through reorganizing and revitalizing entire schools, rather than implementing isolated programs. Reform models must be based on research. They must also organize classroom practice, school structure, and school culture around a specific vision of teaching and learning. Comprehensive school reform models must address more than one subject area. School Renaissance was accepted for inclusion June 1, 2003. NWREL's review of School Renaissance is available online: <https://docs.renaissance.com/R45116>.

From the abstract: "The purpose of this study was to evaluate the effectiveness of the Accelerated Reader (AR) program when used as a supplement to teacher-directed instruction. A pretest-posttest, quasi-experimental design was used to determine the reading practice and comprehension gains of 6th-grade students over the course of one trimester. The study investigated three research questions: (a) does the Accelerated Reader program lead to statistically significant gains in reading practice, (b) does AR lead to statistically significant gains in reading comprehension scores, and (c) is there a statistically significant correlation between reading practice and reading comprehension? Two 6th-grade teams, consisting of 121 students from two suburban middle schools in Oregon, participated in the study. Groups were selected with respect to demographic and achievement similarities, teacher qualification and experience, and access to program components and materials. Both groups received direct instruction and were provided time for silent, sustained reading. The treatment group was also provided access to AR program components, including novels, software, and quizzes. Student Daily Reading Logs were used to record weekly reading times and provided pretest and posttest reading practice scores. The Test of Reading Comprehension, 3rd edition (TORC-3), was used as the pretest and posttest for reading comprehension. A repeated measures, mixed design ANOVA was used for analysis with questions one and two. Interaction scores by group and time showed a statistically significant difference (p < .05) for the treatment group in Question 1, suggesting that AR may be an effective supplement for increasing reading practice. An ANOVA analysis for reading comprehension demonstrated similar results with significant differences (p < .05) for the treatment group's posttest scores on the TORC-3. These findings suggest that AR may be an effective supplement for increasing reading comprehension. Question 3 utilized three, Pearson r correlations. These results yielded weak, non-significant correlations between gain scores in reading practice times and comprehension for control, treatment, and combined groups. These findings suggest that implementation levels may not be a significant factor in program efficacy. Continued research is needed to substantiate these results and further isolate specific program effects with middle school students of differing abilities and demographics."Reference: Hagerman, T. E. (2003). A quasi-experimental study on the effects of Accelerated Reader at middle school (Unpublished doctoral dissertation). University of Oregon, Eugene. For information on how to obtain a copy of this report, email Renaissance Research Department at research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. <br />AUTHOR: Theresa Graham. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Sandra B. Ward, PhD. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHORS: Betsy B. Waterman, PhD and David M. Sargent, PhD.For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Lori Nebelsick-Gullett, PhD. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

DETAILS: School Profile: 210 students in grades: Pre-K-7; Demographics: Rural, Limited English proficiency: 9.0%, Free or reduced lunch: 62.0%, Mobility: 16.0%; Race/Ethnicity: Black/African American: 4.5%, White: 46%, American Indian or Alaska Native: 0.6%, Hispanic or Latino: 49%. RESULTS: Since implementing Renaissance progress-monitoring tools, the gap between White and Hispanic students on the Texas Assessment of Academic Skills was reduced by 88%, library circulation increased by 119%, and the schools summer reading program attendance increased. REPORTING EDUCATORS: Bo Lance, principal; Jennifer Beller, Janice Warren, and Teresa Slayden, teachers. The full report is available online: <https://docs.renaissance.com/R13426>.