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.
Access and Use
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Renaissance Learning, PO Box 8036, Wisconsin Rapids, WI 54495
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.
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