Accelerated Reader is a progress-monitoring system that provides feedback on the comprehension of books and other materials that students have read. It also tracks student reading over time. Currently, more than 180,000 different Accelerated Reader quizzes have been developed and are in use. This report provides reliability and validity data for Accelerated Reader quizzes. The reliability analyses use a large database of nearly 1 million quiz records. Validity is established through correlations with scores from 24 standardized reading tests and through a study that confirms that the quizzes are effective at discriminating between instances of students having read the book versus not having read the book. The report also includes descriptions of the purpose and intended classroom use of Accelerated Reader, descriptions of the types of quizzes, and the processes for quiz development. The report is available online: <https://docs.renaissance.com/R35806>.

From the introduction: "The Lalilo English program has been developed to enable students to practice foundational pre-reading and reading skills in English. The skills include Phonological Awareness, Letter Recognition, Phonics, Word Work, Vocabulary, Fluency, and Comprehension. In November and December of 2019, WestEd staff conducted a subject matter expert review and an alignment review of Lalilo's literacy program. In addition, the WestEd team reviewed the program's content and exercises for alignment to the English and Language Arts Common Core State Standards (CCSS)." To obtain a copy of the review, email the Renaissance Research Department: research@renaissance.com.

From the abstract: "Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who were considered to be at risk for reading difficulty at the start of kindergarten were monitored across the year with a set of paper-based progress monitoring measures and a computer-adaptive test. Dominance analyses were used to determine the extent to which each measure uniquely predicted year-end reading skills relative to other measures. Although the computer-adaptive test was the most dominant predictor at the start of the year over letter sound fluency, letter naming fluency, and phoneme segmentation fluency, letter sound fluency was most dominant by December. Measures of fluency reading real words administered across the second half of the year were dominant to all other assessments. The implications for measure selection are discussed."Citation: Clemens, N. H., Hsiao, Y. Y., Simmons, L. E., Kwok, O. M., Greene, E. A., Soohoo, M. M., Henri, M. A., Luo, W., Prickett, C., Rivas, B., & Al Otaiba, S. (2019). Predictive validity of kindergarten progress monitoring measures across the school year: Application of dominance analysis. Assessment for Effective Intervention, 44(4), 241-255. The full report is available online: <https://files.eric.ed.gov/fulltext/EJ1230620.pdf>.

From the summary: "After rolling out a 1:1 Chromebook initiative, Eastside Elementary in Hendry County, Florida faced a challenge: how could they best utilize their new technology to maximize student growth? And how could they leverage technology to support English Language Learners (ELL) students? The district wanted to increase student engagement while keeping teachers in control of their classrooms. After Nearpod trained Eastside teachers on its interactive platform, not only did ELL students benefit, but all students experienced Nearpod’s transformative effects on learning."The full article is available online: <https://news.nearpod.com/pdf/Nearpod's+Impact+on+Student+Achievement+v14.pdf>.

This technical report contain a linking study between the California Smarter Balanced Assessment and FastBridge aMath and aReading.The study is available online: <https://docs.renaissance.com/R67829>.

To develop Pathway to Proficiency reports for Michigan Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from the Michigan Student Test of Educational Progress (M-STEP). This technical report details the statistical method behind the process of linking Michigan's state test and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53649>.

To develop Pathway to Proficiency reports for Rhode Island Star Reading and Star Math schools, we linked our scaled scores with the scaled scores from Rhode Island's achievement test. This technical report details the statistical method behind the process of linking Rhode Island's state test (RICAS) and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R53619>.

To develop Pathway to Proficiency reports for Missouri Star Reading and Star Math cloud based schools, we linked our scaled scores with the scaled scores from the Missouri Assessment Program achievement test. This technical report details the statistical method behind the process of linking MAP and Star Reading and Star Math scaled scores. The full report is available online: <https://docs.renaissance.com/R45877>.

From the abstract: "Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in early education, an area of testing that has received relatively limited psychometric attention. In an initial study, multilevel item response models fit to data from an early literacy measure revealed statistically significant increases in difficulty for items appearing later in a 20-item form. The estimated linear change in logits for an increase of 1 in position was .024, resulting in a predicted change of .46 logits for a shift from the beginning to the end of the form. A subsequent simulation study examined impacts of item position effects on person ability estimation within computerized adaptive testing. Implications and recommendations for practice are discussed."Citation: Albano, A. D., Cai, L., Lease, E. M., & McConnell, S. R. (2019). Computerized adaptive testing in early education: Exploring the impact of item position effects on ability estimation. Journal of Educational Measurement, 56(2), 437-451.

From the abstract: "The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children's ability in Spanish. In this paper, we describe the innovative design and calibration process of the new Individual Growth and Development Indicators-Español (IGDIs-E). We developed and tested two Spanish oral language measures: Identificación de los Dibujos/Picture Naming and Verbos (Expresivo)/Expressive Verbs with 976 Spanish-speaking preschoolers (4-5-years old; 50% female) across five states. Children were tested in Spanish in fall, winter, and spring across two academic years. Results provide evidence that the new IGDIs-E are psychometrically sound with no significant bias between genders and dialects of Spanish spoken in the United States. Cumulative results, the utility of the final measures, and the implications for data-based decision making with Spanish-speaking preschoolers is discussed." Citation: Durán, L. K., Wackerle-Hollman, A. K., Kohlmeier, T. L., Brunner, S. K., Palma, J., & Callard, C. H. (2019). Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures. Early Childhood Research Quarterly, 48, 155-172The research study is available online: <https://files.eric.ed.gov/fulltext/ED596096.pdf>.

From the abstract: "Little research has been conducted to assess the validity of computer-based instruments used to access reading progress in the classroom. The current study evaluates the ability of the Star Reading program to predict subtest scores on the WJ IV ACH. Star Reading assessment was able to predict performace below the tenth percentile on reading subtest of the WJ IV ACH. The study provides a model for school psychologist to evaluate the computer-based asessments used in their schools."Citation: Stroebel, S. S., Jennings, R. L., Lucas-Adkins, C., & Basford, A. (2019, February). Evaluating the predictive validity of the STAR Reading program. Poster session presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.

From the abstract: "Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative. Specifically, the intersection of this growing population and the dearth of appropriate assessment tools to evaluate DLLs early language and literacy skills creates a need for assessments that accurately measure preschool performance. This manuscript reports on the iterative design process of a measure of Spanish phonological awareness for preschool-aged DLLs: Spanish Individual Growth and Development Indicators (S-IGDI) Primeros Sonidos. We employed measure design framework to develop the measure and tested item function within a study of 970, 4-5 year old DLLs. Results, including item level analyses and evidence regarding construct and criterion validity are reported."Citation: Wackerle-Hollman, A., Durán, L., Brunner, S., Palma, J., Kohlmeier, T., & Rodriguez, M. C. (2019). Developing a measure of Spanish phonological awareness for preschool age children: Spanish Individual Growth and Development Indicators. Educational Assessment, 24(1), 33-56. The research study is available online: <https://files.eric.ed.gov/fulltext/ED595878.pdf>.

From the abstract: "The purpose of this quantitative causal comparative study was to examine to what extent if any, there was a difference in academic and recreational reading motivation and reading achievement between third grade students who participated in the Accelerated Reading curriculum (AR) (reading software management system), as defined in definitions and students who did not. This study investigated a sample of 137 third-grade students in a suburban school in central Florida. One group of 69 third grade students participated in the AR curriculum in year 2015-2016, while a demographically similar group of 68 students did not participate in the AR curriculum. Quantitative methodology and causal comparative design were used to investigate if any differences in two groups of students existed on three dependent variables (academic reading motivation, recreational reading motivation, and FSA reading scores), as a result of participation or no participation in an AR curriculum. Students either participated in an AR curriculum group or a group with no exposure to an AR curriculum, and all third-grade students were compared on the three dependent variables. Data analysis in the study involved the use of a multivariate analysis of variance (MANOVA) statistical model. The results in this study will add to the knowledge available for educators to assist in determining the most effective use of limited instructional funds."Citation: Sierra, K. E. (2018). A quantitative causal-comparative study of the effect of accelerated reading on elementary school students' reading achievement and motivation (13425288) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations & Theses.