Renaissance Star Reading

Renaissance Star 360 includes the STAR Early Literacy Enterprise for early literacy sklls and the STAR Reading Enterprise for grades K-12. This progress-monitoring and screening assessment helps teachers and educators measure student performance on state standards within a short amount of time. STAR Reading offers assessments in both English and Spanish. STAR tests are computer adaptive.

Contact
800-338-4204
Grades
PreK-12
Languages
English
Spanish
Domains
Topic
Subtopics
Comprehension,
Fluency,
Vocabulary
Subtopics
Comprehension, Vocabulary, Fluency
Length
20 minutes (40 minutes for both English and Spanish)
Price
1 Year subscription: $9 per student
Training
Online and on-site training available
Qualifications
Not specified
Open Access
No
Administration
Group,
Individual
Scoring
Computer scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Research - Whitepapers and Case Studies. (n.d.). Retrieved December 12, 2018, from https://www.renaissance.com/resources/research/; Renaissance. (2013). The Research Foundation for Star Assessment: The Science of Star.

Instrument Use in Peer-Reviewed Studies

Paprzycki, P., Tuttle, N., Czerniak, C. M., Molitor, S., Kadervaek, J., & Mendenhall, R. (2017). The Impact of a “Framework”-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students. Journal of Research in Science Teaching, 54(9), 1174–1196. https://doi.org/10.1002/tea.21400

Luo, T., Lee, G.-L., & Molina, C. (2017). Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension. Journal of Information Technology Education: Research, 16, 247–266.

Frye, E. M., & Gosky, R. (2012). Rapid Word Recognition as a Measure of Word-Level Automaticity and Its Relation to Other Measures of Reading. Reading Psychology, 33(4), 350–366. https://doi.org/10.1080/02702711.2010.521670

Meeks, B. T., Martinez, J., & Pienta, R. S. (2014). Effect of Edmark Program on Reading Fluency in Third-Grade Students with Disabilities. International Journal of Instruction, 7(2), 103–118.

Montanari, S. (2014). A Case Study of Bi-Literacy Development among Children Enrolled in an Italian-English Dual Language Program in Southern California. International Journal of Bilingual Education and Bilingualism, 17(5), 509–525. https://doi.org/10.1080/13670050.2013.833892

Stenson, B. A. (2006). Programs and Methods to Improve Reading Comprehension Levels of Reading Resource Special Needs Students at Austin Road Middle School. International Journal of Special Education, 21(2), 37–46.