DETAILS: Design: Correlational. RESULTS: This report of survey results from 743 Renaissance-certified Model Reading Educators indicated that 93% believe their jobs are more satisfying since implementing Accelerated Reader with best classroom practices. They were asked to respond to statements regarding student motivation, teaching, test scores, discipline, classroom management, communication, fostering a love of reading, helping students of all ability levels, and improving students abilities in all academic areas. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: Design: Correlational. RESULTS: This paper reports results of surveys sent to librarians/media specialists that achieved Renaissance Model Certification, requesting library circulation and funding information from before Accelerated Reader and best classroom practices were implemented through the first 5 years of use. Findings indicated that circulation increased an average of 343% and funding increased an average of 254%. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

RESULTS: After implementing Accelerated Reader, reading achievement increased at 24 elementary, middle, and high schools in 9 Washington districts. AUTHOR: Lois Stiegemeier. The full report is available online: <https://files.eric.ed.gov/fulltext/ED462965.pdff>.

DETAILS: Location: Throughout the US; Design: Independent, peer-reviewed; Sample: 659,214 students in grades K-12 at 2,193 schools; Measure: Accelerated Reader data. RESULTS: This study provided further evidence of the positive relationship between amount of reading practice and reading ability. In addition to gathering Accelerated Reader data for the study sample, 13,000 schools were also surveyed for the project, and the ethnicity and socioeconomic status of these students were found to be generally similar to U.S. students as a whole. Consistent with other research in the field, the study found that students in the highest quartile practiced reading 3.4 to 4.1 times more than students in the lowest quartile. In addition, the top 5% of readers read 144 times more than bottom 5%. The data also suggested that, on average, amount of reading practice increases until 6th grade and then declines. Finally, it was observed that schools using Accelerated Reader for 4 or more years had a 64% higher level of reading practice compared to schools using Accelerated Reader for 1 year. PLEASE NOTE: The Summary of this peer-reviewed journal article: Topping, K. J., & Paul, T. D. (1999). Computer-assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Reading and Writing Quarterly, 15(3), 213-231 is available online: <https://docs.renaissance.com/R33255>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.

DETAILS: Location: Aberdeen, Scotland; Design: Independent, quasi-experimental, peer-reviewed; Sample: 89 students in grades 5 and 6 at two schools; Measures: Edinburgh reading comprehension test, Neale reading accuracy test; Duration: 6 months. RESULTS: The student population involved in this study consisted of mixed abilities including special education and students learning English as a second language. The study looked at the effect of Accelerated Reader and partially implemented best classroom practices on students from two schools in severely economically disadvantaged areas of Scotland. The schools were divided into two separate project studies, A and B. Results indicated that despite having less reading time than comparison students, the students using Accelerated Reader best practices demonstrated greater statistically significant gains in reading achievement across a number of measures, including comprehension and reading accuracy. In addition, students in the Accelerated Reader classes demonstrated measurable gains in attitudes toward reading. PLEASE NOTE: The Summary of this peer-reviewed journal article: Vollands, S. R., Topping, K. J., & Evans, H. M. (1999). Computerized self-assessment of reading comprehension with the Accelerated Reader: Action research. Reading & Writing Quarterly, 15(3), 197-211 is available online: <https://docs.renaissance.com/R11823>. For a copy of the Full Article, email the Renaissance Research Department: research@renaissance.com.

DETAILS: School Profile: 2,389 students in grades 2-8; Demographics Limited English proficiency: 10%, Free/reduced lunch: 55%, Mobility: 31%. RESULTS: After implementing Accelerated Reader with best practices, the district achieved positive gains on the Stanford 9 (SAT-9) and Star Reading assessments. REPORTING EDUCATORS: Patricia Osborne, Reading Renaissance coordinator; Eve Adams, in-service coordinator. The report is available online: <https://docs.renaissance.com/R11626>.

DETAILS: School Profile: 230 students in grades K-12; Demographics: Rural.RESULTS: Third- through 6th-grade scores on the Comprehensive Test of Basic Skills (CTBS) reflected growth of 2.1 years just 1 year following implementation of Accelerated Reader with best practices. REPORTING EDUCATORS: Becky Lechner, librarian; Lanita Recob, teacher. The report is available online: <https://docs.renaissance.com/R11733>.

DETAILS: Design: Reliability and validity research; Sample: 308 students in grades 3-8; Measures: Star Reading, Cognitive Abilities Test (CogAT); Duration: April 1998. RESULTS: This study examines the correlation between reading ability and higher-order thinking skills by analyzing the results gathered from the Star Reading assessment tool and the CogAT. Test results reveal strong and highly significant relationships between the two instruments. Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.

DETAILS: School Profile: 500 students in grades: 6-8; Demographics: Rural, Chapter I: 60%, Free/reduced lunch: 45%, Mobility: 20%, Minorities: 36%>. RESULTS: After using Accelerated Reader with best practices, this districts achievement gap between economically disadvantaged students and non-economically disadvantaged students on the Texas Assessment of Academic Skills (TAAS) was narrowed from 35.4% to 9.5%. REPORTING EDUCATOR: Don Peek, principal. The full report is available online: <https://docs.renaissance.com/R11704>.

DETAILS: School Profile: 548 students in grades K-4.RESULTS: After implementing Accelerated Reader with best practices, the number of elementary students reading below grade level dropped from 67% to 33% in just one year. REPORTING EDUCATOR: Madelyn Easterling, teacherThe report is available online: <https://docs.renaissance.com/R11624>.

DETAILS: School Profile: 850 students in grades 6-8. RESULTS: After using Accelerated Reader with best practices for 1 year, 6th graders gained an average of 1.5 GEs in reading; low-achieving students gained 1.8 GEs. REPORTING EDUCATOR: Matthew Lind, teacher. The report is available online: <https://docs.renaissance.com/R11622>.

DETAILS: Sample: 38 students in 2nd grade. RESULTS: After using Accelerated Reader with best practices for 6 months, students gained 6 percentile points in reading growth. REPORTING EDUCATOR: Katie Bolen, teacher. The report is available online: <https://docs.renaissance.com/R11625>.

DETAILS: Design: Independent, quasi-experimental; Sample: Middle school students; Measures: Star Reading, Estes Reading Attitude Scale; Duration: 4 months. RESULTS: A 4-month study revealed that learning-disabled students using Accelerated Reader increased Star Reading test scores and that attitudes improved 13% on the Estes Reading Attitude Scale; non-Accelerated Reader students experienced decreased Star Reading test scores and only a slight improvement in attitudes. AUTHOR: L.S. Scott. Report available online: <https://files.eric.ed.gov/fulltext/ED434431.pdf>.