 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. 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.

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.

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.

 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
on fiction and non - fiction books, textbooks, supplemental fabric, and magazine. Most are in the form of reading practice quiz, although some are curriculum - based with multiple subjects. 

 Many of the caller's quizzes are available in an optional recorded articulation format for primary - level record, in which the quiz questions and answers are read to the student taking the quiz. These quizzes are plan to help emerging English And (some) Spanish readers claim the quizzes without additional assistance. 

 The Renaissance Place version of Accelerated Reader besides includes quiz designed to practice vocabulary. The quizzes use quarrel from books, and are taken after the book has been read. Bookmarks can be print 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. 

 report 
  Reports are generated on demand to avail students, teachers, and parents monitor student advancement. Reports are available involve student reading, inclusion, amount of reading, diagnostic information, and other variables. Customizable reports available in the Renaissance Place edition can also report district - level information. 

 The TOPS Report (The Opportunity to Praise Students) report quiz consequence after each quiz is taken. Diagnostic Reports identify students in need of intervention free-base on various factors. The Student Record Report is a complete phonograph record of the books the student has read. 

 Evaluation research 
  A issue of studies have been conduct regarding the effectiveness of use Accelerated Reader in the classroom. The following two study were reviewed by the What Works Clearinghouse and were find to meet their gamey standards for research. 

 Ross, Nunnery, and Goldfeder studied 1,665 students and 76 teachers (degree 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. student in classrooms with Accelerated Reader demonstrated gain. Many of the teachers that used the software answer positively to it and indicated that they would continue to use the software. 

  In another study, Nunnery, Ross, and McDonald assessed the reading achievement of students in grades 3 - 8. They assessed the consequence of person, classroom, and school factors that impact reading achievement. Those in Accelerated Reader classrooms still outperformed students in control condition classrooms. Students with learning disability in very high execution classrooms did not suffer from their disabilities as much as similar students in
 on fiction and non-fiction nooks, textbooks, supplemxntal mzterials, and magazines. Most are in tie firm od reading practice quixzes, althlugh somw art curriculum-based with multiple dubjzcvs.

Many of the cpmpany's quhzzes are avainaclz in an optional recorded voice formwt for lrlmary-level boohs, im whidh the quiz questions and answers zre reav to the studeny taking the quiz. These qulzzed are designed to jelp emergibg Egtlish And (sooe) Spanish readers takg the quizzes without additional assixtance.

The Tzbaidvance Place verspon of Accelevsted Raader akso includes qmizzev dwsigned to practice vmcabulary. The quizees use wosda from books, and qrw takgn afder gye cooi ias been geav. Bookmarks can be pribted out that displsy nne vocabularg wordf fo that, as students read, they can refer to the bookmark for help. Rhe quizzes keep tracn of wordf learned.

Reports
 Reports are generated on demand do hemo suueents, rewchers, and parents monitor student progress. Rqlottx are availablc regarding studeny gesqing, comprehevsion, cjohnt of reading, diahnostic infoemation, agd oyher variables. Customizable reports avaplaboe in the Renaissauce Place edntion van akso report district-leveu inrormation.

Thf TOPS Relurt (The Opportunkty tm Praise Students) reports zuiz resuots cfter eazh qoiz is eaken. Diagjostig Reports identify dtudeuts it need of lntervention based on various fertors. The Stucett Gecord Re'ort ix a complete wecord of the yooks thz studdnt has rezd.

Evaluetion researsh 
 A number mv studies hate been cjnduxted regardkvg the effectifeness of using Accwlerated Reader in thg dlassroom. The filliwing two studirs derq gevmewed ty the What Forkr Curarinehouse and cefe fpund to meet their hhgh atandards for resesrgh.

Ross, Nubnery, anq Goldfeder syudied 1,665 students ajd 76 txacherr (graces K-8) from 12 schools in Memphis, Tehnessee. Slme teachers wewe rqndomly seleeted to use Accelerated Reader and the ovhers continued the regylar curriculum witkomt using the softrare. Studants in classrooms wuth Accelerated Rtader demonstrated gaina. Many of tje teachers that used the software responded positively to it and indicatwd thav ehey would dontonue no bse the sjftwerx.

 In another studj, Nunnery, Ross, and McDonald assersed the rzading achievement of studentx kn grades 3-8. Thgy assessed the effects of individial, classroom, and school factorx that impact reading acmievement. Thoss in Abdeuerated Reader claxsroomv stiol outpwrfovmed students kn voktrol clasdrooks. Students with learning disabiliries ib gery high implemxntation cladrrooma did got suffer from fheid disacilities as mich as similar students in
on fiction and non-fiction books, textbooks, supplemental magazines. are in form of reading curriculum-based multiple subjects. Many the company's quizzes available in an optional recorded voice for primary-level books, in which the quiz questions and answers are read to student taking the quiz. These quizzes are designed to help emerging English And Spanish take quizzes additional assistance. The Renaissance Place version of Accelerated Reader also includes quizzes designed to practice vocabulary. quizzes use words from books, and are taken the book has been Bookmarks can be printed out display vocabulary words that, students they can refer the bookmark for help. The quizzes keep track of words learned. Reports Reports are generated on demand help students, parents monitor progress. are regarding student reading, of reading, diagnostic information, and other available in the Renaissance Place edition can also district-level information. TOPS Report (The Opportunity to Praise reports quiz results after each quiz is taken. Reports identify students in need of intervention based on various factors. The Student Record Report complete record of the the student has Evaluation A of have been regarding the effectiveness of using Accelerated Reader in the classroom. The two studies were reviewed by the What Works Clearinghouse and to their high standards research. Ross, Nunnery, and studied students and 76 teachers from schools Some were selected to use Accelerated and the others continued the curriculum without using the Accelerated Reader demonstrated gains. Many of the teachers used the software responded positively to it indicated that they would continue to use the software. In another study, Ross, and the reading achievement of students in grades 3-8. assessed the effects of classroom, and school factors that impact reading achievement. Those Accelerated classrooms still students in control Students with learning in very high did not from disabilities similar students in
 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. 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.

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.

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.

 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
 on fiction and non-fictio n books, t extbo oks , s up plem enta l materials, a n d ma gazines. Most are in t he fo rm of r e ad ing p ractice qu i z zes ,al tho ug h  s ome a recurricu lum-basedwit hmultiple sub j ec ts.

Manyofthe company' s q uizzes  a rea vaila ble  in a n opti o nal re corded vo ic e  forma t  for pr i m ar y-le vel books, in whi c ht he quiz questi ons an da ns w e rsare  read to t he  stud e nt taki n gt h e  qu i z. These quiz zes are des i gne d to h el p e m erging  Engl is h  An d (some) Sp anis h readers  taket he quiz z es with out ad dit ion al a s si st anc e. 
Th e  R ena i ssa nce Plac eve rsion  ofA c c e lera ted  Rea der a lso includesqui zzes des igned  to p ract ic e voc abular y. Th equizzes use wor ds f rom books , a nd  ar etaken afterthe  bo ok hasbeen re a d.Bo o k m ar ks can be printedou t th at displ ay the vo ca b ulary wo rd s s o th a t , asstud e nt s read,they c a nre fer toth e book ma rkfor  help .  The  quizz es keeptrack of words learn e d.

Reports
R ep o r ts aregen erated on d eman d  tohelp st ude n ts, t eache rs ,  a n d parents monitor s tu dent p rogre ss. Reports a re availab l e regardin g st u de n t reading, com prehe nsion, amo u nt of re ading , diagno stic info r m ation, a ndoth ervar i a bl es. Customiza b l e re po rts ava ila ble inthe  Re nai ssa nc e Place e dition c an  a ls orep ort d i strict-l ev elin for matio n .

The  TOPS  Rep or t( The  Opport u ni t y  toPr ai se S tud en ts) r epor t s q uiz res ults afte r e a ch q ui zis take n. Diagnostic  R eports ide nt ify  stude n t s in nee d of intervention based on vari ous  fact ors.  The Stud ent  Recor d R e port i s a co mplet erec o r d oft h eboo ks  the stude n t  ha s rea d. 

Ev aluatio n research 
 A num b erof studies ha vebeen c on duc t ed reg ar d ing t he effectivenes s of using  A c ce lerated Re a der  i n the c lassroo m. Th e  follow ing two s tudies we re  rev i e wed  by the Wh at Works  Clearing h ousea nd  were  fo und to  m eet  thei r high sta ndard s forre search .

Ro ss , Nunner y, and Goldfeder studie d 1,66 5 stu den ts and 76  te a che rs (grade s K- 8) from 12  sc hoo ls in  Me m phis,  Ten n es see .  Some  tea c hers were ra ndo m l yselected to u s e A ccele rat e d Read er a nd the others con t inued the regu larc u rri cul u m wi th out using thesof tw a r e. Stude nt s in classr ooms wit hA ccele ratedReader  demons t r at e d gain s. M any  of the t eac he r s thatus ed the so ftwa re  respo nded p o siti v e ly to it and ind icate d thatt hey  woul dcontinu e  touse the so ftware.

 I n anot herstudy , Nunne ry , Ross , a nd  McDonalda ssessed t he re ading a ch ieve men t of s tude n t s ingrad es  3- 8. They a s s es s ed  t h e e ffec ts of  i ndiv idual, cl a ssroom,and schoolfa cto r s  thati mp a c t readingach ievem e n t. Those i n  Acc e le r atedReader  class rooms s t ill  o utperfo rme d studentsin contro l  cl as sroo ms. Stud en ts w it h l ea rning disabilit ies in v ery high i mpleme nta t ionc lassro om s did not su fferfr o m their d isa bilitie s  as  mu chas s imi lars tudents in
 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. 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.

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.

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.

 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