Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. It aims to improve students' reading skills through reading practice and by providing frequent feedback on students' progress to teachers. The Accelerated Reader™ program requires students to select and read a book based on their area of interest and reading level. Upon completion of a book, students take a computerized quiz based on the book's content and vocabulary. Quiz performance allows teachers to monitor student progress and to identify students who may need additional reading assistance. This review of the program for the Beginning Reading topic area focuses on studies that examine outcomes for beginning readers in grades K-3. The What Works Clearinghouse (WWC) identified two studies of Accelerated Reader™ that both fall within the scope of the Beginning Reading topic area and meet WWC group design standards. Both studies meet WWC group design standards without reservations. Together, these studies included 265 beginning readers in grades 1-3 in four schools. The two studies that meet WWC group design standards without reservations include; (1) Bullock, J. C. (2005). "Effects of the Accelerated Reader on reading performance of third, fourth, and fifth-grade students in one western Oregon elementary school" (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3181085); and (2) Shannon, L. C., Styers, M. K., & Siceloff, E. R. (2010). "A final report for the evaluation of Renaissance Learning's Accelerated Reader Program." Charlottesville, VA: Magnolia Consulting. Additional sources: Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2014). "Computer-assisted learning in elementary reading: A randomized control trial." Charlottesville, VA: Magnolia Consulting. Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015). "Computer-assisted learning in elementary reading: A randomized control trial." "Computers in the Schools," 32(1), 20-34. Appended are: (1) Research details for Bullock (2005); (2) Research details for Shannon et al. (2010); (3) Outcome measures for each domain; (4) Findings included in the rating for the comprehension domain; (5) Findings included in the rating for the reading fluency domain; (6) Description of supplemental findings for the comprehension domain. A glossary of terms is included.