This study was a quasi-experimental action research evaluation of a program for computerized self-assessment of reading comprehension (The Accelerated Reader). It looked at the formative effects on reading achievement and motivation in two schools in severely socio-economically disadvantaged areas. The results suggested that the program, even when less than fully implemented, yielded gains in reading achievement for these at-risk readers that were superior to gains from regular classroom teaching and an alternative intensive method, even with less time devoted to class silent reading practice than in comparison classes. Additionally, the program yielded significant improvement in measured attitudes to reading for girls.
Vollands, S. R., Topping, K. J., & Evans, R. M. (1999). Computerized self-assessment of reading comprehension with the accelerated reader: action research. Reading & Writing Quarterly , 15(3), 197-211. https://doi.org/10.1080/105735699278189