[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-269041-105":59,"doc-detail-269041-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","accelerated-reader-program-intervention-report","Accelerated Reader - Program intervention report","","The report evaluates the reading intervention Accelerated Reader under the What Works Clearinghouse (WWC) standards. Two studies totaling 604 students in grades K-3 are summarized to determine impacts across comprehension, reading fluency, general reading achievement, and the alphabetics domain. Evidence is rated medium to large for comprehension and small for reading fluency and general reading achievement. Results show no discernible fluency effects, mixed comprehension findings, and potentially positive general reading achievement effects, while alphabetics effects are not examined under WWC standards.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accelerated-reader-program-intervention-report/269041/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accelerated-reader-program-intervention-report/269041.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does Accelerated Reader work in classroom instruction?","Question",{"text":113,"@type":114},"It combines guided independent reading supported by the Accelerated Reader software and best classroom practices. Students read independently at a recommended level, complete comprehension quizzes, and teachers use quiz data to adjust reading ranges and goals.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What does the WWC report conclude about effectiveness?",{"text":118,"@type":114},"The report finds no discernible effects on reading fluency, mixed effects on comprehension, and potentially positive effects on general reading achievement. It also notes that alphabetics effectiveness was not examined under WWC evidence standards.",{"name":120,"@type":111,"acceptedAnswer":121},"How is evidence for Accelerated Reader assessed in the report?",{"text":122,"@type":114},"The WWC bases conclusions on two studies meeting WWC evidence standards. One study evaluated 572 students in grades K-3 across 11 schools, and the second included 32 grade-3 students in one school in the Pacific Northwest.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},269041,1789442797,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","WWC Intervention Report U.S. DEPARTMENT OF EDUCATION  \nWhat Works Clearinghouse   \nBeginning Reading October 20081  \nAccelerated Reader  \nProgram description The Accelerated Reader program is a guided reading interven  \ntion in which teachers are closely involved with student reading of text. It involves two components, the Accelerated Reader software and Accelerated Reader Best Classroom Practices (formerly called Reading Renaissance) . The Accelerated Reader software is a computerized supplementary reading program. Accelerated Reader relies on independent reading practice  \nas a way of managing student performance by providing students and teachers feedback from quizzes based on books the students read. Accelerated Reader Best Classroom Practices are a set of recommended principles on guided independent reading (or teachers’ direction of students’ interactions with text) that ensure Accelerated Reader is implemented with integrity.2  \nResearch Two studies of Accelerated Reader meet the What Works Clearinghouse (WWC) evidence standards. One of the studies evaluated 572 students from grades K to 3 attending 11 schools in a southern school district in the United States. The second study included 32 students in grade 3 attending one school in the Pacific Northwest.3  \nBased on these two studies, the WWC considers the extent of evidence for Accelerated Reader to be medium to large for comprehension and small for reading fluency and general reading achievement. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Accelerated Reader in the alphabetics domain.  \nEffectiveness Accelerated Reader was found to have no discernible effects on reading fluency, mixed effects on comprehension, and potentially positive effects on general reading achievement.  \nRating of effectiveness Improvement index4  \nAlphabetics  \nnana  \nReading fluency  \nNo discernible effects +3 percentile points  \nComprehension  \nMixed effects  \nAverage: 0 percentile points  \nRange: –12 to +12 percentile points  \nGeneral reading achievment  \nPotentially positive effects  \nAverage: +16 percentile points  \nRange: +10 to +25 percentile points  \nna = not applicable  \n1. This report has been updated to include reviews of 62 studies that have been released since 2005. A complete list and disposition of all studies reviewed is provided in the references.  \n2. The descriptive information for this program was obtained from a publicly available source: the program’s website ([www.renlearn.com/ar](www.renlearn.com/ar/)[/](www.renlearn.com/ar/), downloaded July 2008) . The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.  \n3. The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.  \n4. These numbers show the average and range of student-level improvement indices for all findings across the two studies.  \nAdditional program information  \nResearch  \nDeveloper and contact  \nDeveloped by Judi and Terry Paul, Accelerated Reader is distributed by Renaissance Learning, Inc. Address: PO Box 8036, Wisconsin Rapids, WI 54495-8036, USA. Email: answers@renlearn. com. Web: [www.renlearn.com/ar](www.renlearn.com/ar/)[/](www.renlearn.com/ar/). Telephone: (800) 338-4204.  \nScope of use  \nThe Accelerated Reader software prototype was created in  \n1984. Accelerated Reader Best Classroom Practices (formerly called Reading Renaissance) was first introduced to educators in 1996 through professional development seminars. According to the developers, more than 63,000 schools nationwide are using Accelerated Reader and Renaissance Learning’s other reading programs in a wide variety of academic settings.  \nTeaching  \nA primary best practice recommendation for use of Accelerated Reader is a dedicated","cbCaieqBqv55RQXf","https://ap.wps.com/l/cbCaieqBqv55RQXf","pdf",382034,21,"English","# Research\n## Evidence standards\n## Effectiveness results\n# Additional program information\n## Developer and contact\n## Scope of use\n## Teaching\n## Cost","[{\"question\":\"How does Accelerated Reader work in classroom instruction?\",\"answer\":\"It combines guided independent reading supported by the Accelerated Reader software and best classroom practices. Students read independently at a recommended level, complete comprehension quizzes, and teachers use quiz data to adjust reading ranges and goals.\"},{\"question\":\"What does the WWC report conclude about effectiveness?\",\"answer\":\"The report finds no discernible effects on reading fluency, mixed effects on comprehension, and potentially positive effects on general reading achievement. It also notes that alphabetics effectiveness was not examined under WWC evidence standards.\"},{\"question\":\"How is evidence for Accelerated Reader assessed in the report?\",\"answer\":\"The WWC bases conclusions on two studies meeting WWC evidence standards. One study evaluated 572 students in grades K-3 across 11 schools, and the second included 32 grade-3 students in one school in the Pacific Northwest.\"}]","Accelerated Reader - Program intervention report | PDF",53]