Designed for use with different student population (emergent readers, struggling readers, English Learners, and high achievers), Star Reading from Renaissance assesses a broad range of reading skills and then identifies where each student is on a learning progression aligned to your state’s grade-level standards. Star Reading includes features that allow you to track student growth over time as well as estimate future student growth and performance state summative assessments.
Content
Comprehensive
Administration Information
Access and Use
Contact answers@renaissance.com or (800) 338-4204 for specific details on pricing
answers@renaissance.com
Renaissance Learning, PO Box 8036, Wisconsin Rapids, WI 54495
(800) 338-4204
Nunnery, J. A., McDonald, A., & Ross, S. M. (2006). A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6. Journal of Education for Students Placed at Risk, 11(1), 1-18.
Psychometrics
Algozzine, B., Wang, C., & Boukhtiarov, A. (2011). A comparison of progress monitoring scores and end-of-grade achievement. New Waves-Educational Research & Development, 14(1), 3–21.
Bulut, O., & Cormier, D. C. (2018). Validity evidence for progress monitoring with Star Reading: Slope estimates, administration frequency, and number of data points. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00068
Campbell, L. O., Sutter, C. C., Lambie, G. W., & Tinstman Jones, J. (2019). Measuring the predictability of Istation Indicators of Progress Early Reading (ISIP-ER) scores on Renaissance STAR Reading® scores. University of Central Florida. https://www.istation.com/Content/downloads/studies/Star_Reading_Predict…
Ochs, S., Keller-Margulis, M. A., Santi, K. L., & Jones, J. H. (2020). Long-term validity and diagnostic accuracy of a reading computer-adaptive test. Assessment for Effective Intervention, 45(3), 210-225. 10.1177/1534508418796