DETAILS: Location: 19 U.S. states, 1 Canadian province; Design: Correlational; Sample: 29 elementary, middle, and high schools; Measure: Library circulation measurements; Duration: Data spans 2-6 years. RESULTS: A number of research studies document the positive impact of Accelerated Reader on student reading achievement, motivation, and the amount of reading. One would expect that the combination of improved student motivation and teacher encouragement to read would affect library circulation. The purpose of this report was to review and summarize existing research on Accelerated Reader where library circulation was reported, which included 25 case studies, 3 journal articles, and 1 dissertation. The results showed that it is reasonable to conclude that students read more books while using Accelerated Reader, and are perhaps more motivated to read than before their schools implemented the program, so it can be expected that library circulation will increase. The full report is available online: <https://docs.renaissance.com/R37737>.

This paper reports the results of research on the comparability of scores from the existing web-based Star applications and the iPad (iOS) App. This information was also presentioned as "Score Comparability for Web & iPad Delivered Adaptive Tests" at the National Council on Measurement in Education (NCME) conference in Philadelphia in April 2014 by James B. Olsen, Psychometrician.(Email research@renaissance.com to request a copy of these studies from the Renaissance Research Department.)

In 2011, we published the report "Student Comprehension of Books in Kindle and Traditional Formats," which investigated student reading comprehension of fiction titles using an AmazonKindle e-reader and traditional print books (R54730). In the initial study, there was no meaningful difference in student comprehension of books read on a Kindle or in print, no matter students' level of reading achievement. This new study reveals the results of repeating the investigation while extending it to include nonfiction titles in addition to fiction.AUTHOR: Michael Milone, Ph.D. The full report is available online: <https://docs.renaissance.com/R56078>.

This white paper explains what learning progressions are, how they operate in relation to standards, and how they support instruction and assessment. The paper then describes the breakthrough research-based approach used to develop the learning progression for math. The full report is available online: <https://docs.renaissance.com/R55248>.

This white paper explains what learning progressions are, how they operate in relation to standards, and how they support instruction and assessment. The paper then describes the breakthrough research-based approach used to develop the learning progression for reading. The full report is available online: <https://docs.renaissance.com/R53985>.

Just what is the source of concern for students who struggle in reading? Although there are a number of areas that appear to be sources of reading difficulty, Valencia and Buly (2004) found that a substantial number of fifth grade students who scored below the proficient standard on a fourth grade state reading test exhibited difficulties in what the Common Core State Standards have identified as a foundational reading skill -- reading fluency. The report is available online: <https://docs.renaissance.com/R63033>.

This paper provides an introduction to The Lexile Framework for Reading and describes how the results from myON, developed by Capstone Digital, can be used to support the Common Core State Standards (CCSS) Initiative. This material should be helpful to educators using myON in the classroom, educators working to implement the CCSS, and for any individuals with an interest in improving education. The report is available online: <https://docs.renaissance.com/R63032>.

Extending a previous study in which we linked our Star Reading and Star Math scores with the scaled scores from ACT's EXPLORE test (Relating Star Reading and Star Math to ACT EXPLORE Performance), analyses were conducted to find the Star score ranges in earlier grades that correspond to college readiness. Logistic regression was used to find the end-of-year scores for grade 5 and grade 6 associated with a 25%, 50%, and 75% probability of subsequently achieving the college readiness Star cut score in grade 7. The scores represent a range of probable college readiness that educators can use to guide decisions about instruction for students in late elementary and early middle school grades.The full report linking earlier grades is available online: <https://docs.renaissance.com/R56488>. Relating Star Reading and Star Math to ACT EXPLORE Performance is available online: <https://docs.renaissance.com/R56489>. A summary of both reports is available online: <https://docs.renaissance.com/R56685>.

This technical report details the statistical method behind the process of linking ACT EXPLORE and Star Reading and Star Math scaled scores.The full report is available online: <https://docs.renaissance.com/R56489>.Linking Earlier Grades to Star College Readiness Cut Scores is available online: <https://docs.renaissance.com/R56488>. A summary of both reports is available online: <https://docs.renaissance.com/R56685>.

From the abstract: "Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed."Citation: Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (2012). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33, 48-64.The research study is available online: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041200/>.

Promising Practices Network (PPN) rated Accelerated Reader as a 'proven' program that boosts student reading achievement.The full review is available online: <https://web.archive.org/web/20190812071142/http://www.promisingpractices.net/program.asp?programid=292>.

This document outlines the best practices educators should follow when using NEO 2 products in writing instruction. The full report is available online: <https://docs.renaissance.com/R39024>.

The purpose of this report is to summarize the research supporting the importance of keyboarding and outline the best methods for teaching this skill. It also discusses problems educators may encounter when teaching keyboarding in elementary school, and how these problems may be solved with technology. The full report is available online: <https://docs.renaissance.com/R38973>.