3.1 Introduction Signicant proportions of students still find it challenging to grasp what the];r are given to read and lack the motivation to read on their own; therefore, instructors are always searching for innovative and engaging methods to en courage their students to read independently (Holder, 21320]. Accelerated Reader is a program designed to assist instructors and students by creating better readers in classrooms and._ perhaps1 encouraging students to read more books. The assumption is that individuals who read more and comprehend it better would become better readers. The potential of the Accelerated Reader program to assist instructors with evaluation in the classroom and to assist students with understanding is an essential aspect of the program. Despite promises of effectiveness. several research has been undertaken to evaluate if \f3.2 Research Design This research used both qualitative and quantitative methodologies. ts a conseqttenee of questionnaires done to students. instructors. and parents. qualitative data was collected. In addition, quantitative data was obtained from the district's existing performance instruments. Observational checklists and teacher interviews were collected qualitative data on the perceived integrity,r of the AR implementation and its eIIieaev. A correlational analysis correlated academic accomplishment with reading desire, parental support, and AR program application. Quantitative approaches included initial and midyear Benchmark scorers and MM? Scores. These scores were received and analyzed. Data was gathered to investigate whether and to what extent there was a correlation between the application of All and the third-grade reading exit test {Third Grade Gate} reading test results of 2!} third graders at John Hopkins Elementary. Since AB is a relativelyr new program, the publication date was the most critical factor in evaluating studies {LL 2020}. Another aspect was the evaluation ot'the article's author. Due to their involvement with Renaissance Learning, a few writers were vested in the program. This link affected their perception of the program, and this bias was appropriately.F highlighted. 3.3 Participants The stud}r included '20 thirds grade students from John Hopkins Elernentar},F in .Taclmort, MS. The research method used is a matched-pair design based upon lower and higher achieving readers. All thirdgrade students will participate in the research with parental permission. Third-grade students were selected as the group owing to continuous poor reading performance and above reading level at the district and state levels. The participants within the third grade were selected based on a stud]:r of their reading abilities; poor and high readers were chosen for this study. 3.5 Procedures leased on scholars reading levels two sets of third grade students were selected to he participants in the study. Teachers were given input on the selections of the students that they thought would benet from the study and the extra support. The study was introduced to the parents and permission was granted at a Parent Right to Know Meeting. Principal was also notied of the study and approved for the study to occur. A letter of the parental agreement requesting permission for their kid to take the ERAS survey tvas sent home with each third-grade studenL Teachers were instructed to provide them to kids for Takehome use. Teachers who refused to participate were asked to send these packets home with their students and collect them when they were returned. r'tlong with the permission letter. parents were handed a survey about their degree ofpartieipation in their child's reading achievement, which they were free to complete. In the folder was a request for the child's completed ERAS. parental permission letter, and patent engagement suiyey to he returned within one week. Those parents who did not return the rst packet received a second one week later. The STAR Reading Comprehension test was used to evaluate students' reading ability. The STAR Reading exam is a computer-based test with multiple-choice questions that continuously adapts to each student's answers and is usually administered in it! minutes {Kowalko, 2014}. Results, including grade comparisons, percentile- scores, and instructional readingr levels, are accessible immediately. For this research. a random selection of two groups was made to assess howr the variety cl\" books in the AR program enhances studentsr readability. Individually, the STAR Reading Comprehension exam was administered on library computers to each student in the group. The rst group was presented with Accelerated Reader and trained to use the program. The students were encouraged to read ooyels included in the Accelerated Reader program. Dyer hilt} books were added to the school library collection and labeled as Accelerated Reader books, providingr students with access to various AR titles. The second randomly soleoted group acted as the control group for the experiment. They had access to the complete library media collection each school day, including books classied as Accelerated Readers. Still, the only way they were made aware of Accelerated Reader Will be via the STAR Reading comprehension exam