Accelerated Reader: Difference between revisions
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===ATOS=== |
===ATOS=== |
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ATOS is a [[readability]] formula designed by Renaissance Learning.<ref |
ATOS is a [[readability]] formula designed by Renaissance Learning.<ref>{{Cite web |date=2012-02-20 |title=ATOS Readability |url=https://web.archive.org/web/20120220203633/http://www.renlearn.com/ar/overview/atos/ |access-date=2022-10-17 |website=web.archive.org}}</ref> |
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Books with quizzes in Accelerated Reader are assigned an ATOS readability level.<ref name="Design"> |
Books with quizzes in Accelerated Reader are assigned an ATOS readability level.<ref name="Design">{{Cite journal |date=April 1999 |title=The Design of Accelerated Reader Assessments |url=https://web.archive.org/web/20050116144446/http://research.renlearn.com/research/pdfs/39.pdf |journal=Renaissance Learning |volume=1 |issue=1 |pages=1-8 |via=Wayback Archive}}</ref> |
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===Quiz === |
===Quiz === |
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Many of the company's quizzes are available in an optional recorded voice format for primary-level books, in which the quiz questions and answers are read to the student taking the quiz. These quizzes are designed to help emerging [[English language|English]] And (some) Spanish readers take the quizzes without additional assistance. |
Many of the company's quizzes are available in an optional recorded voice format for primary-level books, in which the quiz questions and answers are read to the student taking the quiz. These quizzes are designed to help emerging [[English language|English]] And (some) Spanish readers take the quizzes without additional assistance. |
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The Renaissance Place version of Accelerated Reader also includes quizzes designed to practice vocabulary.<ref>{{ |
The Renaissance Place version of Accelerated Reader also includes quizzes designed to practice vocabulary.<ref>{{Cite web |date=2018-03-13 |title=Accelerated Reader 360 - Close reading practice {{!}} Renaissance |url=https://web.archive.org/web/20180313141811/https://www.renaissance.com/products/practice/accelerated-reader-360/ |access-date=2022-10-17 |website=web.archive.org}}</ref>The quizzes use words from books, and are taken after the book has been read. [[Bookmark]]s can be printed out that display the vocabulary words so that, as students read, they can refer to the bookmark for help. The quizzes keep track of words learned. |
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===Reports=== |
===Reports=== |
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* Reports are generated on demand to help students, teachers, and parents monitor student progress. Reports are available regarding student reading, [[reading comprehension|comprehension]], amount of reading, [[diagnostic]] information, and other variables. Customizable reports available in the Renaissance Place edition can also report [[district]]-level information.<ref |
* Reports are generated on demand to help students, teachers, and parents monitor student progress. Reports are available regarding student reading, [[reading comprehension|comprehension]], amount of reading, [[diagnostic]] information, and other variables. Customizable reports available in the Renaissance Place edition can also report [[district]]-level information.<ref>{{Cite web |date=2007-01-04 |title=Accelerated Reader Overview - Sample Reports |url=https://web.archive.org/web/20070104071713/http://www.renlearn.com/ar/overview/samplereports.htm |access-date=2022-10-17 |website=web.archive.org}}</ref> |
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The TOPS Report (The Opportunity to Praise Students) reports quiz results after each quiz is taken. Diagnostic Reports identify students in need of intervention based on various factors. The Student Record Report is a complete record of the books the student has read. |
The TOPS Report (The Opportunity to Praise Students) reports quiz results after each quiz is taken. Diagnostic Reports identify students in need of intervention based on various factors. The Student Record Report is a complete record of the books the student has read. |
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== Evaluation research == |
== Evaluation research == |
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A number of studies have been conducted regarding the effectiveness of using Accelerated Reader in the classroom. The following two studies were reviewed by the [[What Works Clearinghouse]] and were found to meet their high standards for research.<ref name="WWC">[http://www.renlearn.com/pressrelease/2007/651PressRelease4-24-07.pdf Press release] about the What Works Clearinghouse</ref>{{Dead link|date=October 2022}}{{Citation needed|date=October 2022}} |
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Ross, Nunnery, and Goldfeder studied 1,665 students and 76 teachers (grades K-8) from 12 schools in [[Memphis, Tennessee|Memphis]], [[Tennessee]]. Some teachers were randomly selected to use Accelerated Reader and the others continued the regular curriculum without using the software. Students in classrooms with Accelerated Reader demonstrated gains. Many of the [[teacher]]s that used the software responded positively to it and indicated that they would continue to use the software.<ref>{{Cite web|url=http://doc.renlearn.com/KMNet/R004076723GH55D8.pdf|title=A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report|last=Ross|first=Steven M.|last2=Nunnery|first2=John|date=April 2004|website=Center for Research in Educational Policy, The University of Memphis|last3=Goldfeder|first3=Elizabeth}}</ref> |
Ross, Nunnery, and Goldfeder studied 1,665 students and 76 teachers (grades K-8) from 12 schools in [[Memphis, Tennessee|Memphis]], [[Tennessee]]. Some teachers were randomly selected to use Accelerated Reader and the others continued the regular curriculum without using the software. Students in classrooms with Accelerated Reader demonstrated gains. Many of the [[teacher]]s that used the software responded positively to it and indicated that they would continue to use the software.<ref>{{Cite web|url=http://doc.renlearn.com/KMNet/R004076723GH55D8.pdf|title=A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report|last=Ross|first=Steven M.|last2=Nunnery|first2=John|date=April 2004|website=Center for Research in Educational Policy, The University of Memphis|last3=Goldfeder|first3=Elizabeth}}</ref> In another study, Nunnery, Ross, and McDonald assessed the reading achievement of students in grades 3–8. They assessed the effects of individual, classroom, and school factors that impact reading achievement. Those in Accelerated Reader classrooms still outperformed students in control classrooms. Students with learning [[disabilities]] in very high implementation classrooms did not suffer from their disabilities as much as similar students in low or no implementation classrooms.<ref>{{Cite web |last=Nunnery |first=John A. |last2=Ross |first2=Steven M. |last3=McDonald |first3=Aaron |date=November 16, 2009 |title=A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6 |url=https://www.tandfonline.com/doi/abs/10.1207/s15327671espr1101_1?cookieSet=1 |url-status=live |access-date=2022-10-17 |website=Taylor & Francis Online |pages=1-18 |language=English |type=Website |doi=10.1207/s15327671espr1101_1?cookieset=1}}</ref> |
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# In another study, Nunnery, Ross, and McDonald assessed the reading achievement of students in grades 3–8. They assessed the effects of individual, classroom, and school factors that impact reading achievement. Those in Accelerated Reader classrooms still outperformed students in control classrooms. Students with learning [[disabilities]] in very high implementation classrooms did not suffer from their disabilities as much as similar students in low or no implementation classrooms.<ref name="NRM(2006)">[http://www.leaonline.com/doi/pdf/10.1207/s15327671espr1101_1 Nunnery, Ross, & McDonald (2006)] research paper (PDF).</ref> |
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===Other evaluations=== |
===Other evaluations=== |
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:"In all nine comparisons involving standardized test scores in reading, [[language arts]], and [[mathematics]], the Renaissance schools' children outperformed the contrast school's children. It can only be concluded that the Renaissance program was highly effective in raising the performance of these [[Elementary school|elementary]] students."<ref name=":0" /> |
:"In all nine comparisons involving standardized test scores in reading, [[language arts]], and [[mathematics]], the Renaissance schools' children outperformed the contrast school's children. It can only be concluded that the Renaissance program was highly effective in raising the performance of these [[Elementary school|elementary]] students."<ref name=":0" /> |
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In 2003, Samuels and Wu found that, after six months, third- and fifth-grade students who used Accelerated Reader demonstrated twice the gain in reading comprehension as those that did not use Accelerated Reader.<ref |
In 2003, Samuels and Wu found that, after six months, third- and fifth-grade students who used Accelerated Reader demonstrated twice the gain in reading comprehension as those that did not use Accelerated Reader.<ref>{{Cite web |date=2005-04-19 |title=papers |url=https://web.archive.org/web/20050419072138/http://www.tc.umn.edu/~samue001/papers.htm |access-date=2022-10-17 |website=web.archive.org}}</ref><ref>{{Cite journal |last=Samuels |first=S. Jay |last2=Wu |first2=Yi-Chen |title=The Effects of Immediate Feedback on Reading Achievement |url=https://web.archive.org/web/20060423031356/http://www.tc.umn.edu/~samue001/web%20pdf/immediate_feedback.pdf |journal=Department of Educational Psychology |volume=1 |issue=1 |pages=1-20 |via=Wayback Archive}}</ref> The comparison students completed book reports, suggesting that delayed feedback through book reports is not as useful as the immediate feedback provided by Accelerated Reader. In another study, Samuels and Wu found students in Accelerated Reader classrooms, after controlling for the amount of time spent reading each day, outperformed students in [[control classrooms]].<ref name="SW(2004)">[http://www.tc.umn.edu/~samue001/web%20pdf/time_spent_on_reading.pdf Samuels & Wu (2004)] {{webarchive|url=https://web.archive.org/web/20070315152118/http://www.tc.umn.edu/~samue001/web%20pdf/time_spent_on_reading.pdf|date=March 15, 2007}} research paper (PDF).</ref><ref>{{Cite journal |last=Wu |first=Yi-Chen |last2=Samuels |first2=S. Jay |title=How the Amount of Time Spent on Independent Reading Affects Reading Achievement: A Response to the National Reading Panel |url=https://web.archive.org/web/20070315152118/http://www.tc.umn.edu/~samue001/web%20pdf/time_spent_on_reading.pdf |journal=Department of Educational Psychology |volume=1 |issue=1 |pages=1-25 |via=Wayback Archive}}</ref> |
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Researcher Keith Topping completed a number of studies on Accelerated Reader that found the software to be an effective assessment for deciding curriculum.<ref |
Researcher Keith Topping completed a number of studies on Accelerated Reader that found the software to be an effective assessment for deciding curriculum.<ref>{{Cite web |date=2005-09-15 |title=Learning Information Systems |url=https://web.archive.org/web/20050915162025/http://www.dundee.ac.uk/fedsoc/research/projects/lis/effectiveness/ |access-date=2022-10-17 |website=web.archive.org}}</ref><ref>{{Cite web |date=2005-02-09 |title=Reading Online - Formative Assessment of Reading Comprehension by Computer |url=https://web.archive.org/web/20050209055639/http://readingonline.org/critical/topping/index.html |access-date=2022-10-17 |website=web.archive.org}}</ref> |
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===Criticism=== |
===Criticism=== |
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{{Essay}} |
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Educators have argued that the use of Accelerated Reader does not teach reading for comprehension; it only teaches reading for recall.<ref |
Educators, such as Cookie Muncie, have argued that the use of Accelerated Reader does not teach reading for comprehension; it only teaches reading for recall. <ref>{{Cite web |date=2007-03-12 |title=Re: Renaissance Learning Software programs--Reviews? |url=https://web.archive.org/web/20070312192534/http://teachers.net/mentors/software/topic1213/2.09.05.17.56.36.html |access-date=2022-10-17 |website=web.archive.org}}</ref>A minimal number of Literacy Skill Quizzes in Accelerated Reader claim to assess higher order thinking skills. Eight Literacy Skill Quizzes have an ATOS level of 1.0-3.0, which provides limited support for higher order thinking skills for developing readers.{{citation needed|date=February 2014}} Renaissance Place includes recognizing setting and understanding sequence as examples of higher order thinking.<ref>{{Cite web |date=2012-09-05 |title=Literacy Skills Quizzes |url=https://web.archive.org/web/20120905124412/http://www.chsd.us/technology/renplace/ARLiteracySkills.pdf |access-date=2022-10-17 |website=web.archive.org}}</ref> Turner and Paris's study on the role of classroom literacy tasks is particularly relevant.<ref name="TurnerParis">{{cite journal|last1=Turner|first1=Julianne|last2=Paris|first2=Scott G|title=How Literacy Tasks Influence Children's Motivation for Literacy|journal=The Reading Teacher|date=May 1995|volume=48|issue=8|jstor=20201530}}</ref> Their vignettes describing open versus closed tasks may inform how we consider Accelerated Reader. In this program, students usually take end-of-book tests called Reading Practice Quizzes that are composed of literal-recall questions to which there is only one answer. Turner and Paris would classify these quizzes as "closed tasks.".<ref name="TurnerParis" /> Thus, they concluded that open-ended tasks are more supportive of literacy growth in the future.<ref name="TurnerParis" /> This research prompts some educators to refrain from using Accelerated Reader quizzes out of fear that students will begin to perceive the purpose of reading as answering literal-recall questions and possibly lose the desire to read. |
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| ⚫ | [[Florida Center for Reading Research]], |
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| ⚫ | [[Florida Center for Reading Research]], citing two studies that support the product noted both the lack of available books in a school's library and the lack of assessment of "inferential or critical thinking skills" as weaknesses of the software. Their guide also noted a number of strengths of the software, including its ability to motivate students and provide immediate results on students' reading habits and progress.<ref>{{Cite web |date=2006-02-10 |title=Wayback Machine |url=https://web.archive.org/web/20060210094815/http://www.fcrr.org/FCRRReports/PDF/Accelerated_Reader.pdf |access-date=2022-10-17 |website=web.archive.org}}</ref> |
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| ⚫ | Renaissance Learning, the product's developer, has stated that its intended purpose is to assess whether or not a student has read a book,<ref name="Design"/> not to assess higher order thinking skills, to teach or otherwise replace curriculum, to supersede the role of the teacher, or to provide extrinsic reward. |
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| ⚫ | Renaissance Learning, the product's developer, has stated that its intended purpose is to assess whether or not a student has read a book,<ref name="Design" /> not to assess higher order thinking skills, to teach or otherwise replace curriculum, to supersede the role of the teacher, or to provide extrinsic reward. The Literacy Skill Quizzes do attempt to assess higher-order thinking skills, even though this isn't intended purpose of the program. Nonetheless, educator and reading advocate [[Jim Trelease]] describes Accelerated Reader, along with [[Scholastic Press|Scholastic]]'s [[Reading Counts!]], as "reading incentive software" in an article exploring the pros and cons of the two software packages.<ref>{{Cite web |date=2006-01-03 |title=Handbook: Chpt 5, p.3 |url=https://web.archive.org/web/20060103105402/http://www.trelease-on-reading.com/rah_chpt5_p3.html |access-date=2022-10-17 |website=web.archive.org}}</ref> Similarly, Stephen D. Krashen, in a 2003 literature review, asserts that reading incentives is one of the aspects of Accelerated Reader.<ref>{{Cite web |date=2005-11-05 |title=Wayback Machine |url=https://web.archive.org/web/20051105030105/http://www.sdkrashen.com/articles/does_accelerated_reader_work/ |access-date=2022-10-17 |website=web.archive.org}}</ref>In this review, Krashen reiterates prior research stating that reading for incentives does not create long-term readers. However, as noted above, Renaissance Learning does not promote the use of [[incentives]], and the software can be used without incentives. |
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| ⚫ | Use of the program has been criticized as preventing children from reading from a variety of difficulty levels. As an example, research from Scholastic indicates that 39% of children between the ages of five and ten have read a Harry Potter novel, with 68% of students in that age range having an interest in reading or re-reading a Harry Potter book.<ref name="Yankelovich1"> |
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| ⚫ | Use of the program has been criticized as preventing children from reading from a variety of difficulty levels. As an example, research from Scholastic indicates that 39% of children between the ages of five and ten have read a Harry Potter novel, with 68% of students in that age range having an interest in reading or re-reading a Harry Potter book.<ref name="Yankelovich1">{{Cite web |date=July 2006 |title=Kids and Family Reading Report™ Harry Potter: The Power of One Book |url= |url-status=live |website=Scholastic}}</ref> For example, the ATOS reading level of [[Harry Potter and the Philosopher's Stone|Harry Potter and the Sorcerer's Stone]] is 5.5 (with ATOS numbers corresponding to grade levels). This would indicate that students below that grade range may not be able to read and comprehend the book. Since teachers, parents and student use readability levels to select books, this may discourage students from reading the book, as the student is under pressure to earn Accelerated Reader points during the school year, although students can take tests and earn points for books at any ATOS level. |
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==Progress charts== |
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Progress charts are ideas to implement in classrooms and work well with the Accelerated Reading program. Other names for these charts are star charts or sticker charts. They are a way for students to easily keep track of reading goals and motivates students to read more for a reward. “[Webre] suggests creating and implementing progress charts in the classroom setting for the purposes of student reflection and self-evaluation, celebration of small daily successes/accomplishments, stimulation of active learning, student choice, and control.”<ref>{{cite journal|last1=Webre|first1=E.C.|title=Enhancing Reading Success with Collaboratively Created Progress Charts|journal=Intervention in School and Clinic|date=2005|pages=291–5}}</ref> |
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==References== |
==References== |
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Revision as of 13:30, 17 October 2022
 | This article contains content that is written like an advertisement. (January 2019) |
| Developer(s) | Renaissance Learning |
|---|---|
| Initial release | 1998 |
| Operating system | Windows, macOS |
| Type | Educational |
| Website | www |
Accelerated Reader (AR) is a website used to assist students with reading skills.
Components
ATOS
ATOS is a readability formula designed by Renaissance Learning.[1]
Books with quizzes in Accelerated Reader are assigned an ATOS readability level.[2]
Quiz
Accelerated Reader (AR) quizzes are available on fiction and non-fiction books, textbooks, supplemental materials, and magazines. Most are in the form of reading practice quizzes, although some are curriculum-based with multiple subjects.
Many of the company's quizzes are available in an optional recorded voice format for primary-level books, in which the quiz questions and answers are read to the student taking the quiz. These quizzes are designed to help emerging English And (some) Spanish readers take the quizzes without additional assistance.
The Renaissance Place version of Accelerated Reader also includes quizzes designed to practice vocabulary.[3]The quizzes use words from books, and are taken after the book has been read. Bookmarks can be printed out that display the vocabulary words so that, as students read, they can refer to the bookmark for help. The quizzes keep track of words learned.
Reports
- Reports are generated on demand to help students, teachers, and parents monitor student progress. Reports are available regarding student reading, comprehension, amount of reading, diagnostic information, and other variables. Customizable reports available in the Renaissance Place edition can also report district-level information.[4]
The TOPS Report (The Opportunity to Praise Students) reports quiz results after each quiz is taken. Diagnostic Reports identify students in need of intervention based on various factors. The Student Record Report is a complete record of the books the student has read.
Evaluation research
A number of studies have been conducted regarding the effectiveness of using Accelerated Reader in the classroom. The following two studies were reviewed by the What Works Clearinghouse and were found to meet their high standards for research.[5][dead link][citation needed]
Ross, Nunnery, and Goldfeder studied 1,665 students and 76 teachers (grades K-8) from 12 schools in Memphis, Tennessee. Some teachers were randomly selected to use Accelerated Reader and the others continued the regular curriculum without using the software. Students in classrooms with Accelerated Reader demonstrated gains. Many of the teachers that used the software responded positively to it and indicated that they would continue to use the software.[6] In another study, Nunnery, Ross, and McDonald assessed the reading achievement of students in grades 3–8. They assessed the effects of individual, classroom, and school factors that impact reading achievement. Those in Accelerated Reader classrooms still outperformed students in control classrooms. Students with learning disabilities in very high implementation classrooms did not suffer from their disabilities as much as similar students in low or no implementation classrooms.[7]
Other evaluations
In a controlled evaluation, Holmes and Brown found that two schools using the School Renaissance program achieved statistically significant higher standardized test scores when compared with two comparison schools that only used the Renaissance program in a limited way.[8] Because so many schools in the United States are using Accelerated Reader, it was difficult for the authors of this study to find two schools in Georgia that were not already using Accelerated Reader. The authors noted:
- "In all nine comparisons involving standardized test scores in reading, language arts, and mathematics, the Renaissance schools' children outperformed the contrast school's children. It can only be concluded that the Renaissance program was highly effective in raising the performance of these elementary students."[8]
In 2003, Samuels and Wu found that, after six months, third- and fifth-grade students who used Accelerated Reader demonstrated twice the gain in reading comprehension as those that did not use Accelerated Reader.[9][10] The comparison students completed book reports, suggesting that delayed feedback through book reports is not as useful as the immediate feedback provided by Accelerated Reader. In another study, Samuels and Wu found students in Accelerated Reader classrooms, after controlling for the amount of time spent reading each day, outperformed students in control classrooms.[11][12]
Researcher Keith Topping completed a number of studies on Accelerated Reader that found the software to be an effective assessment for deciding curriculum.[13][14]
Criticism
 | This article is written like a personal reflection, personal essay, or argumentative essay that states a Wikipedia editor's personal feelings or presents an original argument about a topic. |
Educators, such as Cookie Muncie, have argued that the use of Accelerated Reader does not teach reading for comprehension; it only teaches reading for recall. [15]A minimal number of Literacy Skill Quizzes in Accelerated Reader claim to assess higher order thinking skills. Eight Literacy Skill Quizzes have an ATOS level of 1.0-3.0, which provides limited support for higher order thinking skills for developing readers.[citation needed] Renaissance Place includes recognizing setting and understanding sequence as examples of higher order thinking.[16] Turner and Paris's study on the role of classroom literacy tasks is particularly relevant.[17] Their vignettes describing open versus closed tasks may inform how we consider Accelerated Reader. In this program, students usually take end-of-book tests called Reading Practice Quizzes that are composed of literal-recall questions to which there is only one answer. Turner and Paris would classify these quizzes as "closed tasks.".[17] Thus, they concluded that open-ended tasks are more supportive of literacy growth in the future.[17] This research prompts some educators to refrain from using Accelerated Reader quizzes out of fear that students will begin to perceive the purpose of reading as answering literal-recall questions and possibly lose the desire to read.
Florida Center for Reading Research, citing two studies that support the product noted both the lack of available books in a school's library and the lack of assessment of "inferential or critical thinking skills" as weaknesses of the software. Their guide also noted a number of strengths of the software, including its ability to motivate students and provide immediate results on students' reading habits and progress.[18]
Renaissance Learning, the product's developer, has stated that its intended purpose is to assess whether or not a student has read a book,[2] not to assess higher order thinking skills, to teach or otherwise replace curriculum, to supersede the role of the teacher, or to provide extrinsic reward. The Literacy Skill Quizzes do attempt to assess higher-order thinking skills, even though this isn't intended purpose of the program. Nonetheless, educator and reading advocate Jim Trelease describes Accelerated Reader, along with Scholastic's Reading Counts!, as "reading incentive software" in an article exploring the pros and cons of the two software packages.[19] Similarly, Stephen D. Krashen, in a 2003 literature review, asserts that reading incentives is one of the aspects of Accelerated Reader.[20]In this review, Krashen reiterates prior research stating that reading for incentives does not create long-term readers. However, as noted above, Renaissance Learning does not promote the use of incentives, and the software can be used without incentives.
Use of the program has been criticized as preventing children from reading from a variety of difficulty levels. As an example, research from Scholastic indicates that 39% of children between the ages of five and ten have read a Harry Potter novel, with 68% of students in that age range having an interest in reading or re-reading a Harry Potter book.[21] For example, the ATOS reading level of Harry Potter and the Sorcerer's Stone is 5.5 (with ATOS numbers corresponding to grade levels). This would indicate that students below that grade range may not be able to read and comprehend the book. Since teachers, parents and student use readability levels to select books, this may discourage students from reading the book, as the student is under pressure to earn Accelerated Reader points during the school year, although students can take tests and earn points for books at any ATOS level.
References
- ^ "ATOS Readability". web.archive.org. 2012-02-20. Retrieved 2022-10-17.
- ^ a b "The Design of Accelerated Reader Assessments" (PDF). Renaissance Learning. 1 (1): 1–8. April 1999 – via Wayback Archive.
- ^ "Accelerated Reader 360 - Close reading practice | Renaissance". web.archive.org. 2018-03-13. Retrieved 2022-10-17.
- ^ "Accelerated Reader Overview - Sample Reports". web.archive.org. 2007-01-04. Retrieved 2022-10-17.
- ^ Press release about the What Works Clearinghouse
- ^ Ross, Steven M.; Nunnery, John; Goldfeder, Elizabeth (April 2004). "A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report" (PDF). Center for Research in Educational Policy, The University of Memphis.
- ^ Nunnery, John A.; Ross, Steven M.; McDonald, Aaron (November 16, 2009). "A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6". Taylor & Francis Online (Website). pp. 1–18. doi:10.1207/s15327671espr1101_1?cookieset=1. Retrieved 2022-10-17.
{{cite web}}: CS1 maint: url-status (link) - ^ a b Holmes, C.T., & Brown, C.L. (2003). A Controlled Evaluation of a Total School Improvement Process, School Renaissance. Technical Report. Athens, GA: University of Georgia.
- ^ "papers". web.archive.org. 2005-04-19. Retrieved 2022-10-17.
- ^ Samuels, S. Jay; Wu, Yi-Chen. "The Effects of Immediate Feedback on Reading Achievement" (PDF). Department of Educational Psychology. 1 (1): 1–20 – via Wayback Archive.
- ^ Samuels & Wu (2004) Archived March 15, 2007, at the Wayback Machine research paper (PDF).
- ^ Wu, Yi-Chen; Samuels, S. Jay. "How the Amount of Time Spent on Independent Reading Affects Reading Achievement: A Response to the National Reading Panel" (PDF). Department of Educational Psychology. 1 (1): 1–25 – via Wayback Archive.
- ^ "Learning Information Systems". web.archive.org. 2005-09-15. Retrieved 2022-10-17.
- ^ "Reading Online - Formative Assessment of Reading Comprehension by Computer". web.archive.org. 2005-02-09. Retrieved 2022-10-17.
- ^ "Re: Renaissance Learning Software programs--Reviews?". web.archive.org. 2007-03-12. Retrieved 2022-10-17.
- ^ "Literacy Skills Quizzes" (PDF). web.archive.org. 2012-09-05. Retrieved 2022-10-17.
- ^ a b c Turner, Julianne; Paris, Scott G (May 1995). "How Literacy Tasks Influence Children's Motivation for Literacy". The Reading Teacher. 48 (8). JSTOR 20201530.
- ^ "Wayback Machine" (PDF). web.archive.org. 2006-02-10. Retrieved 2022-10-17.
- ^ "Handbook: Chpt 5, p.3". web.archive.org. 2006-01-03. Retrieved 2022-10-17.
- ^ "Wayback Machine". web.archive.org. 2005-11-05. Retrieved 2022-10-17.
- ^ "Kids and Family Reading Report™ Harry Potter: The Power of One Book". Scholastic. July 2006.
{{cite web}}: Missing or empty|url=(help)CS1 maint: url-status (link)