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Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta‐analytic review of the AR was conducted to analyse its effectiveness as an evidence‐based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer‐reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one‐group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). A meta‐regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence‐based and culturally appropriate reading interventions are discussed.

Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets was used for two students with intellectual disability who were included in the general education classroom for the majority of the day. For each phrase, students used an iPad flashcard program and were prompted to see the phrase, say the phrase, tap the screen to hear the phrase, and then say the phrase again before moving on to the next phrase. Results showed that both students quickly acquired the ability to read the previously unknown sight phrases across three different sets of phrases. Discussion focuses on using tablet-based interventions for students with intellectual disability, particularly those included within a general education classroom.

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