While anecdotes may be sought, some consider research studies on any given product/approach/pedagogy to be important. For example, this 11-page article authored by Gara B. Field and dated July 2008 describes a study on Renzulli Learning, including the profiler:
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After only 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001), significantly higher growth in oral reading fluency (p = .016), and significantly higher growth in social studies achievement (p = .013) than those students who did not participate in Renzulli Learning. No differences were found in science achievement. (quote from page 7 of 11 pages)
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This study suggests that using Renzulli Learning 2-3 hours per week for only 16 weeks has the potential to increase student achievement in terms of reading fluency, reading comprehension, and social studies achievement. If students are reading what they enjoy and are engaged and motivated to do so, one may conclude that achievement gains in reading will occur.

While Renzulli Learning is not a panacea for reading motivation among young readers and adolescents, it does offer a variety of resources to choose from based on their interests, learning styles, and expression styles. Thus, the more a student reads, the more his or her reading will improve. (quote from page 10 of 11 pages)