Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
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Advantage Learning Systems. (1993). The accelerated reader (computer software program). Wisconsin Rapids, WI: Author.
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Alexander, K.L., Entwisle, D.R., & Dauber, S.L. (1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64, 801-814.
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Allington, R. (1984). Content coverage and contextual reading in reading groups. Journal of Reading Behavior, 16, 85-96.
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Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
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Bangert-Drowns, R.L., Kulik, C.-L.C., Kulik, J.A., & Morgan, M. (1991). The instructional effects of feedback in test-like events. Review of Educational Research, 61, 213-238.
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Berliner, D. (1979). Tempus educare. In P. Peterson & H. Walberg (Eds.), Research in teaching: Concepts, findings and implications. Berkeley, CA: McCutchan.
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Biemiller, A. (1978). Relationships between oral reading rates for letters, words and simple text in the development of reading achievement. Reading Research Quarterly, 2, 223-253.
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Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
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Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational Psychologist, 23, 235-286.
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Bureau of School Program Evaluations (1976). Which school factors relate to learning? Albany, NY: New York State Education Department.
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Butler, D.L. & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
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Cameron, J., & Pierce, W.D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.
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Carver, R.P., & Leibert, R.E. (1995). The effect of reading library books at different levels of difficulty upon gain in reading ability. Reading Research Quarterly, 30(1), 26-48.
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Chall, J., & Dale, E. (1995). Readability revisited. Cambridge, MA: Brookline.
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Cipielewski, J., & Stanovich, K.E. (1992). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology, 54, 74-89.
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Clements, M. (1995). Tackling the multi-age classroom. Reading Renaissance Journal, 1(2), 2-3.
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Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481.
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Cunningham, A.E., & Stanovich, K.E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge and spelling. Journal of Educational Psychology, 83, 264-274.
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Dixonkrauss, L. (1995). Partner reading and writing: Peer social dialog and the zone of proximal development. Journal of Reading Behavior, 27, 45-63.
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Donahue, P.L., Voelkl, K.E., Campbell, J.R., & Mazzeo, J. (1999, March). NAEP 1998 reading report card for the nation and states. Washington, DC: Department of Education. Available online at http://nces.ed.gov/nationsreportcard/pubs/main1998/1999500.shtml.
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DuBose, C. (1996). Reading Renaissance at high school. Reading Renaissance Journal, 1(4), 2-3.
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Electronic Bookshelf. (1997). The electronic bookshelf (computer software program). Frankfort, IN: Author.
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Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-186.
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Elley, W.B. (1992). How in the world do students read? Hamburg, Germany: International Association for the Evaluation of Educational Achievement.
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Everhart, N. (1998, January). Electronic book reports. Electronic School, 20-24. Available at http://www.electronic-school.com/0198f3.html .
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Everhart, N. (1999). Reading motivation: An analysis of computerized reading programs in relationship to motivational research. Knowledge Quest, 27(4), 18-24.
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Flesch, R. (1968). A readability formula that saves time. Journal of Reading, 11, 513-516.
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Flesch, R. (1974). The art of readable writing with the Flesch readability formula. New York: Harper & Row.
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Fuchs, L.S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199-208.
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Greaney, V. (1980). Factors related to amount and type of leisure time reading. Reading Research Quarterly, 15, 337-357.
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Greenwood, C.R., Delquadri, J., & Hall, R.V. (1981). Code for instructional structure and student academic response. Kansas City, KS: Juniper Gardens Children's Project, Bureau of Child Research, University of Kansas.
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Institute for Academic Excellence. (1998). How Accelerated Reader quizzes are designed. Wisconsin Rapids, WI: Advantage Learning Systems. (ERIC Document Reproduction Service No. ED 421 690; summary available on line at www.edrs.com)
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Heyns, B. (1978). Summer learning and the effect of schooling. New York: Academic Press.
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Karweit, N. (1985). Should we lengthen the school term? Educational Researcher, 14(6), 9-14.
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Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
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Kurth, R., & Kurth, L. (1987). The use of time in formal reading instruction in elementary schools. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
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Leinhardt, G. (1985). Instructional time: A winged chariot? In C. Fisher & D. Berliner (Eds.), Perspectives on instructional time. White Plains, NY: Longman.
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Lind, J. (1995). Total reading. Reading Renaissance Journal, 1(1), 2-3.
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Lhyle, K.G., & Kulhavy, R.W. (1987). Feedback processing and error correction. Journal of Educational Psychology, 79, 320-322.
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McLaughlin, J.T. (1975). Books as reinforcers of reading performance: An investigation of their relative effectiveness. Ed.D. dissertation, University of Maryland, College Park, MD, USA. (ERIC Document Reproduction Service No. ED 117 673; summary available on line at www.edrs.com)
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McKnight, D. (1992). Using The Accelerated Reader and other strategies and varied techniques to improve the reading attitudes of fifth grade students. Ed.D. practicum paper, Nova University. (ERIC Document Reproduction Service No. ED 350 582; summary available on line at www.edrs.com)
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Manning-Dowd, A. (1985). The effectiveness of SSR: A review of the research. (ERIC Document Reproduction Service No. ED 276 970; summary available on line at www.edrs.com)
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Mathis, D. (1996). The effect of The Accelerated Reader program on reading comprehension. Unpublished report. (ERIC Document Reproduction Service No. ED 398 555; summary available on line at www.edrs.com)
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Meyer, L., Wardrop, J., Stahl, S., & Linn, R. (1994). Effects of reading storybooks aloud to children. Journal of Educational Research, 88(2), 69-85.
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Morrow, L.M. (1996). Motivating reading and writing in diverse classrooms (NCTE research rep. no. 28). Urbana, IL: National Council of Teachers of English.
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Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22(2), 155-175.
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Paul, T. (1992). National reading study and theory of reading practice. Madison, WI: Institute for Academic Excellence.
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Paul, T. (1993). National study of literature-based reading: How literature-based reading improves both reading and math. Madison WI: Institute for Academic Excellence.
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Paul, T. (1995). Improving reading growth through the application of Vygotskian principles and advanced computer technology to literature-based reading programs. Paper presented at the International School Psychology Colloquium, 28 July to 1 August, Dundee, Scotland.
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Paul, T.D. (1996, October 4). Learning information systems: Theoretical foundations. Paper presented at the National Reading Research Center conference on Literacy and Technology for the 21st Century, Atlanta, Georgia. (ERIC Document Reproduction Service No. ED421 685; summary available on line at www.edrs.com)
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Paul, T., Swanson, S., Zhang, W., & Hehenberger, L. (1997). Learning information system effects on reading, language arts, math, science and social studies. Madison, WI: Institute for Academic Excellence.
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Paul, T., VanderZee, D., Rue, T., & Swanson, S. (1997). Impact of The Accelerated Reader technology-based literacy program on overall academic achievement and school attendance. Madison, WI: Institute for Academic Excellence.
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Peak, J., & Dewalt, M.W. (1993, February). Effects of the computerized Accelerated Reader program on reading achievement. Paper presented at the annual meeting of the Eastern Educational Research Association, Clearwater Beach, FL. (ERIC Document Reproduction Service No. ED 363 269; summary available on line at www.edrs.com)
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Penuel, B. (1997). Program evaluation summary: Accelerated Reader. Nashville, TN: Metropolitan Nashville Public Schools.
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Pflaum, S.W., Walberg, H.J., Karegianes, M.L., & Rasher, S.P. (1980). Reading instruction: A quantitative analysis. Educational Researcher, 9, 12-18.
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Poock, M.M. (1998). The Accelerated Reader: An analysis of the software's strengths and weaknesses and how it can be used to its best potential. School Library Media Activities Monthly, 14(9), 32-35.
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Robbins, C., & Ehri, L. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.
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Rosenhouse, J., Feitelson, D., Kita, B., & Goldstein, Z. (1997). Interactive reading aloud to Israeli first graders: Its contribution to literacy development. Reading Research Quarterly, 32, 168-183.
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Rowe, K.J. (1991). The influence of reading activity at home on students' attitudes towards reading, classroom attentiveness and reading achievement: An application of structural equation modelling. British Journal of Educational Psychology, 61, 19-35.
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Sanders, W.L., Saxton, A.M., & Horn, S.P. (1997). The Tennessee Value-Added System (TVAAS): A quantitative, outcomes-based approach to educational assessment. In J. Millman (Ed.), Grading teachers, grading schools. Thousand Oaks, CA: Corwin.
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Sanders, W.L., & Topping, K.J. (1999). Teacher effectiveness and computer assessment of reading: Relating value added and learning information system data (tech. rep.). Knoxville, TN: University of Tennessee Value Added Research and Assessment Center.
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Schunk, D.H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Erlbaum.
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Schunk, D.H., & Rice, J.M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. Journal of Special Education, 27, 257-276.
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Shany, M.T., & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30, 382-395.
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Shapiro, E.S., & Cole, C.L. (1994). Behavior change in the classroom: Self-management interventions. New York and London: Guilford.
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Smith, B. (1996). Sparking a Reading Renaissance revolution: A media specialist's story. Reading Renaissance Journal, 1(3), 2-3.
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Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press. Available online at http://www.nap.edu/catalog/6023.html.
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Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
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Stanovich, K.E., & West, R.F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.
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Taylor, B., Frye, B., & Maruyama, G. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351-362.
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Tharp, R., & Gallimore, R. (1991). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge, UK: Cambridge University Press.
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Topping, K.J. (1995). Paired reading, spelling and writing: The handbook for teachers and parents. London and New York: Cassell.
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Topping, K.J., & Ehly, S. (Eds.). (1998). Peer-assisted learning. Mahwah, NJ: Erlbaum.
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Topping, K.J., & Lindsay, G.A. (1992). Paired reading: A review of the literature. Research Papers in Education, 7, 199-246.
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Topping, K.J., & Paul, T.D. (1999). Computer-assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Reading & Writing Quarterly, 15(3), 213-231.
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Turner, T.N. (1993). Improving reading comprehension achievement of sixth, seventh, and eighth grade underachievers. (ERIC Document Reproduction Service No. ED 372 374; summary available on line at www.edrs.com).
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Van Houten, R., Hill, S., & Parsons, M. (1975). An analysis of a performance feedback system: The effects of timing and feedback, public posting, and praise upon academic performance and peer interaction. Journal of Applied Behavior Analysis, 8, 449-457.
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Vanwagenen, M., Williams, R., & McLaughlin, T. (1994). Use of assisted reading to improve reading rate, word accuracy and comprehension with ESL Spanish speaking students. Perceptual and Motor Skills, 79(1), 227-230.
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Vollands, S.R., Topping, K.J., & Evans, H.M. (1999). Computerized self-assessment of reading comprehension with The Accelerated Reader: Action research. Reading & Writing Quarterly, 15(3), 197-211.
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Vygotsky, L.S. (1962). Thought and language (trans. E. Hanfmann & G. Vakar). Cambridge, MA: MIT Press.
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Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (ed. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: MIT Press.
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Ysseldyke, J.E., & Algozzine, R. (1982). Where to begin in diagnosing reading problems. Topics in Learning and Learning Disorders, 2(4), 60-68.
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Note: The Institute for Academic Excellence provides research and training related to the software products of Advantage Learning Systems, the developer of The Acclerated Reader Software. It is a distinct company from ALS, but its in-house publications should not be regarded as independent. However, all Institute reports cited in this commentary are in the public domain and are open to public scrutiny.

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