Accelerated Reader
Greetings. The following materials are intended to provide an introduction to Accelerated Reader. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Renaissance Learning (Homepage of Accelerated Reader program)
What Is The Accelerated Reader
Accelerated Reader Program
Formative Assessment of Reading Comprehension by Computer: Advantages and Disadvantages of The Accelerated Reader Software (From Reading Online)
Questions Worth Asking about The Accelerated Reader
Teachers.Net - Accelerated Reader Posts From the Teachers.Net Chat
Accelerated Reader: Does it Produce Voracious Readers?(A Research Study Article)
The Accelerated Reader: Brief Program Introduction and Evaluation
Action Research: How Does the Accelerated Reader Program Effect Students' Reading?
Evaluation of the Accelerated Reader From Education Commission of the States
Citations from the ERIC Database
AN: ED442097
AU: Facemire,-Nancy-E.
TI: The Effect of the Accelerated Reader on the Reading Comprehension of Third Graders.
PY: 2000
NT: M.A. Thesis, Salem-Teikyo University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442097
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction
DE: Grade-3; Low-Income; Primary-Education
AB: This nine-week study examined the effect of the Accelerated Reader program on the reading comprehension scores of third grade students in a socio-economically disadvantaged area of West Virginia. Two separate third grade classes, with different teachers, but within the same school, participated in this study. The experimental group of students was encouraged to read and test on books supported by the Accelerated Reader program. The STAR Reading program was used to pretest and posttest students and the group scores were used to ascertain if significant growth in reading comprehension occurred in the experimental group. The data did show a significant difference that could be attributed to the Accelerated Reader program. Therefore, the hypothesis must be accepted: There will be a significant increase in reading comprehension scores after participating in the Accelerated Reader program. (Contains 30 references, and 5 tables and a figure of data.) (Author/RS)
AN: EJ598903
AU: Topping,-Keith-J.; Paul,-Terry-D.
TI: Computer-Assisted Assessment of Practice at Reading: A Large Scale Survey Using Accelerated Reader Data.
PY: 1999
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v15 n3 p213-31 Jul-Sep 1999
NT: Special Issue: Introduction to Electronic Literacy, Part 2.
DE: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement
DE: Action-Research; Elementary-Secondary-Education; Low-Income; Reading-Achievement; Reading-Research; Self-Evaluation-Individuals
AB: Explores the relationship between practice at reading, student reading performance, and organizational features using data from a computer-assisted student self-assessment of reading comprehension program (The Accelerated Reader). Finds student reading ability strongly positively related to amount of in-school reading practice; amount of reading practice negatively correlated with school size; and more reading practice occurred in private than public schools. (RS)
AN: EJ598902
AU: Vollands,-Stacy-R.; Topping,-Keith-J.; Evans,-Ryka-M.
TI: Computerized Self-Assessment of Reading Comprehension with the Accelerated Rea
DER: Action Research.
PY: 1999
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v15 n3 p197-211 Jul-Sep 1999
NT: Special Issue: Introduction to Electronic Literacy, Part 2.
DE: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement
DE: Action-Research; Elementary-Education; Low-Income; Reading-Achievement; Reading-Research; Self-Evaluation-Individuals; Sex-Differences
AB: A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than fully implemented, yielded gains in reading achievement superior to gains from regular classroom teaching and an alternative intensive method, as well as significant improvement in girls' reading attitudes. (RS)
AN: ED434431
AU: Scott,-Louise-Shewfelt
TI: The Accelerated Reader Program, Reading Achievement, and Attitudes of Students with Learning Disabilities.
PY: 1999
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434431
DE: *Computer-Assisted-Instruction; *Learning-Disabilities; *Reading-Attitudes; *Reading-Comprehension; *Reading-Instruction
DE: Middle-School-Students; Middle-Schools; Outcomes-of-Education; Program-Effectiveness; Reading-Improvement; Reading-Strategies; Teaching-Methods
AB: This report discusses the outcomes of a study that investigated whether the Accelerated Reader program meets its claim to motivate and improve reading achievement for all students, including those with special needs. The Accelerated Reader program is a computer-based reading management system that includes a database of thousands of books ranging in reading levels from one to twelve. Students earn points to be redeemed for prizes or other incentives as they read books and pass a comprehension test on each book. The study involved four classes of middle school students with learning disabilities and the control group, which was made up of two classes that did not use Accelerated Reader. Students in the treatment group increased reading levels from a mean score of 2.81 to 3.50 on the Standardized Test for Assessment of Reading (STAR). These students improved attitudes by 13 percent on the Estes Reading Attitude Scale. Students in the control group decreased reading levels from 4.75 to 4.25 on the STAR test and improved attitudes by only 2.6 percent on the Estes instrument. Findings indicate that the Accelerated Reader program improved reading comprehension and attitudes toward reading of the participating students with learning disabilities. (Contains 50 references and a sample of the Estes Reading Attitude Scale.) (CR)
AN: ED427299
AU: Goodman,-Gregory
TI: The Reading Renaissance/Accelerated Reader Program. Pinal County School-to-Work Evaluation Report.
CS: Creative Research Associates, Inc., Tucson, AZ.
PY: 1999
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED427299
DE: *Accountability-; *Education-Work-Relationship; *Reading-Improvement; *Reading-Programs
DE: Grade-7; Grade-8; Low-Achievement; Middle-Schools; Program-Evaluation; Public-Schools
AB: This report evaluates the effectiveness of a reading program known as "The Reading Renaissance/Accelerated Reader Program" as implemented at Gardner Middle School in San Manuel, Arizona, during the period of April 1997 to April 1998. Before the program was implemented, students were achieving at a low level in reading. Students in the seventh and eighth grades were pretested and posttested with the Gates-MacGinitie Reading Tests Form K (pretest) and Form L (posttest). The mean pretest scores and the mean posttest scores were compared using t tests to determine if there were statistically significant changes (gains or losses). Gates-MacGinitie Test scores were presented as Extended Scale Scores and Grade Equivalents as recorded in categories of Vocabulary, Comprehension, and Total Scores. Total score represent Vocabulary and Comprehension scores combined. For the 1997-98 school year, the total population of 282 students, representing all seventh and eighth grade students, participated in the program. In summary, students showed statistically significant improvement in Vocabulary and in Total Scores (Vocabulary and Comprehension combined) in all areas as recorded in Extended Scale Scores and Grade Equivalent scores. Many aspects of the Reading Renaissance/Accelerated Reader Program mirror the School-to-Work concept in the way the program addresses accountability for both students and educators. Contains 12 tables of data; appended are a description of Gates-MacGinitie Reading Tests and a summary of test characteristics. (NKA)
AN: ED421690
TI: How Accelerated Reader Quizzes Are Designed. Report from the Institute for Academic Excellence.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1998
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036 (free to educators).
NT: "Accelerated Reader" is a registered trademark.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421690
DE: *Academic-Achievement; *Reading-Comprehension; *Reading-Motivation; *Student-Motivation; *Test-Construction
DE: Elementary-Secondary-Education; Standardized-Tests
AB: This concise report begins with an overview of the Accelerated Reader (AR), a learning information system designed to help teachers manage literature-based reading. It goes on to describe how AR quizzes are designed to meet three main criteria: providing an efficient, unbiased assessment of reading comprehension; motivating students to practice reading; and giving teachers good information about the reading behaviors of students, to keep students reading within their zone of proximal development (ZPD), and to keep them succeeding as readers. A six-item bibliography is attached. (SR)
AN: ED421689
TI: ZPD Guidelines: Helping Students Achieve Optimum Reading Growth. Report from the Institute for Academic Excellence.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1998
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036 (free to educators).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421689
DE: *Readability-; *Reading-Improvement; *Reading-Instruction
DE: Academic-Achievement; Elementary-Secondary-Education; Readability-Formulas; Reading-Programs
AB: This report presents information regarding Zone of Proximal Development (ZPD) guidelines as they relate to the Accelerated Reader program. The report states that a student's zone of proximal development is the range of book readability levels that will challenge a student without causing frustration or loss of motivation. It discusses factors influencing ZPD reading levels which may cause teachers to adjust individual ZPD book levels up or down, noting that the teacher's professional judgment is critically important in establishing effective ZPD levels. Finally, the report discusses factors that cause discrepancies between ZPD guidelines and grade-equivalent scores, concluding that, because of home and classroom factors, an individual student's ZPD level can only be estimated. The report then presents a goal-setting chart for independent reading that includes grade equivalent scores, ZPDs, and point values expected from 60 minutes per day of independent reading. (SR)
AN: EJ565465
AU: Poock,-Melanie-M.
TI: The Accelerated Rea
DER: An Analysis of the Software's Strengths and Weaknesses and How It Can Be Used to Its Best Potential.
PY: 1998 SO: School-Library-Media-Activities-Monthly; v14 n9 p32-35 May 1998
DE: *Computer-Assisted-Instruction; *Reading-Instruction
DE: Computer-Assisted-Testing; Computer-Software-Evaluation; Elementary-Education; Instructional-Effectiveness; Reading-Attitudes; Reading-Motivation
AB: Describes Accelerated Reader (AR), a computer software program that promotes reading; discusses AR hardware requirements; explains how it is used for book selection and testing in schools; assesses the program's strengths and weaknesses; and describes how Grant and Madison Elementary Schools (Muscatine, Iowa) have used the program effectively. (PEN)
AN: EJ562957
AU: Prince,-Robyn-M.; Barron,-Daniel-D.
TI: Technology and Reading (Part II) Computer-Based Reading Programs and Rewards: Some Misleading Intentions and Possible Side Affects.
PY: 1998 SO: School-Library-Media-Activities-Monthly; v14 n8 p48-50 Apr 1998
NT: For Part I, see IR 536 541.
DE: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Lifelong-Learning; *Reading-Instruction
DE: Computer-Software; Educational-Practices; Educational-Technology; Elementary-Education; Instructional-Material-Evaluation
AB: While there may be positive benefits to computerized reading programs and awards, there may be greater negative consequences to their use. Studies suggest that use of the widely known Accelerated Reader Program alone cannot create better lifelong learners. Educators need to examine practices that have worked well in the past and work hard to establish sound principles that will produce able learners and readers. (AEF)
AN: ED421688
TI: Critical Thinking and Literature-Based Reading. Report.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1997
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036; The Institute for Academic Excellence, 901 Deming Way, Suite 101, Madison, WI 53717; toll-free phone: 800-200-4848 (free).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421688
DE: *Critical-Thinking; *Independent-Reading; *Learning-Processes; *Thinking-Skills
DE: Educational-Theories; Elementary-Secondary-Education; Instructional-Effectiveness; Learning-Experience; Whole-Language-Approach
AB: This report discusses how three major strains of educational research are converging on a compelling new concept: critical thinking is not a set of skills to be taught, but a natural capacity, involving creating and revising patterns of information to be exercised and strengthened. Thus, according to the report, the appropriate classroom practice is not a set of lesson plans, but an orchestrated experience of challenging, engaging learning experiences. The report characterizes reading as one of the most powerfully thought-provoking experiences available to us, as readers exercise critical thinking in order to construct meaning from text. With the addition of the new technology of learning information systems such as Accelerated Reader, teachers can guide and motivate students to read text that is both interesting and appropriately challenging. In nine sections, the report discusses evidence of the reading-thinking link; what critical thinking is; recent approaches in educational theory; a new consensus on critical thinking; literature-based reading and critical thinking; what kind of reading best develops critical thinking; Accelerated Reader and the zone of proximal development; reading and other thinking activities; and offers a conclusion. Fourteen references are attached. (SR)
AN: ED421687
TI: Toward a Balanced Approach to Reading Motivation: Resolving the Intrinsic-Extrinsic Rewards Debate. Report.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1997
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036; The Institute for Academic Excellence, 901 Deming Way, Suite 101, Madison, WI 53717; toll-free phone: 800-200-4848 (free).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421687
DE: *Incentives-; *Reading-Instruction; *Reading-Motivation; *Self-Motivation; *Student-Motivation
DE: Elementary-Secondary-Education; Reading-Attitudes; Reading-Improvement; Student-Attitudes
AB: This concise report explores the issue of student reading motivation, and relates it to the use of the Accelerated Reader (AR) reading management program. The report discusses issues of extrinsic versus intrinsic motivation, and notes that the points students earn for taking Accelerated Reader tests are not extrinsic rewards but simply a quantitative measure of reading practice. It outlines research on motivation which concludes that extrinsic motivators, rather than extinguishing intrinsic motivation, can actually enhance it. Further, it cautions against favoring intrinsic motivation, which can put children from non-mainstream cultural groups at a disadvantage. The report concludes by noting that the use of extrinsic rewards is not an essential part of AR, which provides learning information, but that this learning information can serve as important, tangible feedback that helps students discover an intrinsic love of reading. (SR)
AN: ED421686
AU: Paul,-Terrance; Swanson,-Scott; Zhang,-Wenyuan; Hehenberger,-Lance
TI: Learning Information System Effects on Reading, Language Arts, Math, Science, and Social Studies.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1997
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036 (free to educators).
NT: Accelerated Reader is a registered trademark.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421686
DE: *Language-Arts; *Mathematics-Instruction; *Reading-Achievement; *Reading-Instruction; *Science-Instruction; *Social-Studies
DE: Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Education; Reading-Programs; Reading-Research
AB: Scores for five subjects (Reading, Language Arts, Mathematics, Science, and Social Studies in grades 2 through 8) from the Tennessee Comprehensive Assessment Program were analyzed for several hundred Tennessee grade schools. Schools which owned the Accelerated Reader learning information system (a computer program which allows teachers to monitor and manage student literature-based reading) were compared with schools that had not purchased AR. Schools that owned AR outperformed others in all grades and subjects. (Contains five figures and five tables of data; an appendix contains a brief introduction to the Accelerated Reader.) (Author/RS)
AN: ED420046
AU: Briggs,-Kerri-L.; Clark,-Catherine
TI: Reading Programs for Students in the Lower Elementary Grades: What Does the Research Say?
CS: Texas Center for Educational Research, Austin.
PY: 1997
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED420046
DE: *Program-Effectiveness; *Reading-Instruction; *Reading-Programs; *Reading-Research
DE: Literature-Reviews; Primary-Education; Teaching-Methods; Tutoring-
AB: This report aims to disseminate research findings about reading programs for early elementary grades in a summary format useful for educators. The report features programs with clear descriptions and useful research, programs for non-English speaking children and research on basal reader series were not included. The four sections of the report address: (1) comprehensive classroom approaches to reading instruction (Cooperative Integrated Reading and Composition; Exemplary Center for Reading Instruction; Open Court; The Slingerland Approach; SRA Reading Mastery; and Success for All); (2) classroom supplements to reading instruction (Accelerated Reader; Junior Great Books; and IBM's Writing to Read 2000); (3) small group approaches to reading instruction (Alphabetic Phonics and Project Read); and (4) tutoring approaches to reading instruction (Auditory Discrimination in Depth, Helping One Student to Succeed; Programmed Tutorial Reading; Reading One-One, Reading Recovery, and Recipe for Reading). In each section, three aspects of each program are described: (1) instructional strategies and curricular contents incorporated by the program; (2) resources needed to implement the program; and (3) evidence of the program's effects. A list of elements of research-based reading programs concludes the report. Contains 73 references. (RS)
AN: ED419578
AU: Burr,-Tim; Tatarian,-Lois
TI: Read Today, Lead Tomorrow: How Corporate Grants, Volunteers, and Community Leadership Can Bring About Student Success. The Story of the GE Early Years Initiative.
CS: National Center for Education in Maternal and Child Health, Washington, DC.
PY: 1997
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED419578
DE: *Literacy-Education; *Partnerships-in-Education; *Public-Service; *Reading-Improvement; *Reading-Skills; *Volunteers-
DE: Cooperative-Programs; Elementary-Education; Elementary-School-Students; Grants-; Program-Descriptions; School-Business-Relationship; School-Community-Relationship
AB: The General Electric (GE) Early Years Initiative, a grant-funded GE Fund, GE's corporate Foundation and GE Elfun, GE's international program created by volunteer organization, has helped elementary school students improve their reading skills through the use of volunteers since 1994. This publication describes Early Years projects, provides program information, and lists participating locations and program contacts. The bulk of the book is comprised of program descriptions and program information. Program information delineates grades served, how the program works, reasons for success, teacher training requirements, GE volunteers, grant uses, sites, and contacts. The following programs are described: (1) Accelerated Reader and Reading Renaissance Programs, computerized reading management program; (2) Book in a Bag, a check-out program; (3) Economics Game; (4) Fort Edward Free Library, a library-school partnership; (5) GET Smart, volunteer tutoring; (6) The Green Thumb Club, raising and selling plants; (7) Literature Celebration Day; (8) Mentoring; (9) Modem Mates, computer connections to enhance student teamwork; (10) Mother Goose Asks "Why?", science and math activities with correlated reading materials; (11) Power Lunch, volunteers reading to students at lunch; (12) Science and Reading to Go!, inquiry-based science kits with correlated reading materials; (13) Smyrna-Moore Mentoring and Tutoring Program; (14) STAR--Science Technology and Reading, science lab kits of experiments and related books; (15) Super Lit Quiz Bowl; (16) Tae Kwon Do, marital arts to learn self-awareness and self-discipline; and (17) Troll Multicultural Program, a summer literature program. The book describes the application process and outlines time requirements for various types of volunteer opportunities. (KB)
AN: EJ541417
AU: Hamilton,-Betty
TI: Using Accelerated Reader with ESL Students.
PY: 1997
SO: MultiMedia-Schools; v4 n2 p50-52 Mar-Apr 1997
DE: *Computer-Assisted-Testing; *English-Second-Language; *Recreational-Reading; *Scores-; *Second-Language-Learning
DE: Computer-Software; Reading-Habits; Reading-Improvement; Reading-Programs; Second-Language-Instruction; Secondary-Education; Writing-Assignments
AB: Describes the use of Accelerated Reader, a computer program that instantly provides scored tests on a variety of books read by high school ESL (English as a Second Language) students as free voluntary reading. Topics include reading improvement programs, including writing assignments; and changes in students' reading habits. (LRW)
AN: ED421685
AU: Paul,-Terrance-D.
TI: Learning Information Systems: Theoretical Foundations.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1996
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036 (free to educators).
NT: Paper presented at the National Reading Research Center Conference "Literacy and Technology for the 21st Century" (Atlanta, GA, October 4, 1996).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421685
DE: *Cybernetics-; *Information-Theory; *Reading-Improvement
DE: Academic-Achievement; Educational-Technology; Elementary-Secondary-Education; Feedback-; Reading-Programs; Systems-Approach
AB: This paper uses the conceptual framework of cybernetics to understand why learning information systems such as the "Accelerated Reader" work so successfully, and to examine how this simple yet incisive concept can be used to accelerate learning at every level and in all disciplines. The first section, "Basic Concepts," discusses the cybernetic analytical framework; feedback, time series, memory, and forgetting; and information theory. The second section of the paper, "Issues in Applying Cybernetics to Human Systems and Education," addresses translating feedback control terminology to common terminology; positive alignment of human purposes; importance of information and measurement in human systems; characteristics of "good" measurement; the role of technology; a cybernetic framework for enhancing motivation; and hostility toward objective measurement. The third section, "A Cybernetic Analysis of Three Systems," discusses economic systems, games and sports, and the Accelerated Reader program. The paper concludes that a cybernetic understanding of human systems in general, and specifically of educational systems, can provide important insights that hold out the possibility of improvement. (RS)
AN: ED421684
AU: Paul,-Terrance; VanderZee,-Darrel; Rue,-Tom; Swanson,-Scott
TI: Impact of the Accelerated Reader Technology-Based Literacy Program on Overall Academic Achievement and School Attendance.
CS: Institute for Academic Excellence, Inc. Madison, WI.
PY: 1996
AV: Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036 (free to educators).
NT: Paper presented at the National Reading Research Center Conference "Literacy and Technology for the 21st Century" (Atlanta, GA, October 4, 1996). "Accelerated Reader" is a registered trademark.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421684
DE: *Academic-Achievement; *Attendance-; *Computer-Software; *Instructional-Effectiveness; *Literacy-; *Standardized-Tests
DE: Educational-Technology; Elementary-Secondary-Education; Student-Improvement
AB: A study demonstrated the positive impact of school ownership of the Accelerated Reader (AR) technology-based literacy program on attendance and standardized test scores at a representative sample of 2,500 elementary, middle, and high schools. These schools were compared with approximately 3,500 schools of similar geographic and demographic characteristics that did not own the software. A comparative analysis of data revealed: (1) statistically significant evidence that, on virtually every subject test (including reading, writing, math, science, and social studies), a majority of schools that owned AR performed better than socioeconomically comparable non-AR schools; (2) a statistically significant majority of AR-owning schools also had higher attendance rates than their non-AR peers; (3) gains in academic performance increase with the length of time schools own AR--schools that have owned AR for 2 or more years are 59% more likely to show test performance above the median for their control group; (4) analysis of AR's effectiveness in different metropolitan settings indicates that AR is by far most influential in urban schools and in low socioeconomic environments; and (6) increased performance of AR-owning schools does not vary with the relative availability of microcomputers at those schools, indicating that the effect is not related simply to increased use of technology. Findings suggest that AR has a positive effect on student academic performance, especially for socioeconomically disadvantaged children in urban areas. Together with the results of previous Institute studies, this is compelling evidence that AR is an effective tool in stimulating increased reading, and that increased reading will lead to higher attendance rates and greater academic success. (Includes 18 notes and 6 tables of data.) (Author/SR)
AN: ED408567
AU: Vollands,-Stacy-R.; and-others
TI: Experimental Evaluation of Computer Assisted Self-Assessment of Reading Comprehension: Effects on Reading Achievement and Attitude.
CS: Dundee Univ. (Scotland). Centre for Paired Learning.
PY: 1996
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED408567
DE: *Computer-Assisted-Testing; *Instructional-Effectiveness; *Reading-Attitudes; *Reading-Comprehension
DE: Elementary-Education; Evaluation-Methods; Foreign-Countries; Reading-Achievement; Reading-Improvement; Reading-Research; Sex-Differences
AB: A study evaluated the effect software for self-assessment and management of reading practice had on reading achievement and motivation in two primary schools in Aberdeen, Scotland. The program utilized was The Accelerated Reader (AR) which was designed to enable curriculum based assessment of reading comprehension within the classroom. Students using the program in both schools (Project A and Project B) read real books from a selection of 150 titles on the AR book list. Students then took tests consisting of multiple-choice questions on the computer which analyzed and summarized the results helping the teacher to manage effective reading practice. Quantitative and qualitative results indicated that even when less than fully implemented, the Accelerated Reader program yielded gains in reading achievement greater than regular classroom teaching and an alternative intensive method, even with less time devoted to class silent reading practice than in comparison classes. Results also displayed significant differences in attitudes to reading for boys and girls. (Contains 67 references, and 11 figures and 9 tables of data. Appendixes present survey instruments, titles available for the UK version of the AR program, a sample at-risk report, problem types and possible causes (found on the at-risk reports), the color-coding system for Project A and Project B, student reading logs, the duolog reading process, Accelerated Reader shop prizes, tables of data, and a follow-up study for Project A.) (Author/RS)
AN: EJ532862
AU: Carter,-Betty
TI: Hold the Applause!: Do Accelerated Reader (TM) and Electronic Bookshelf (TM) Send the Right Message?
PY: 1996 SO: School-Library-Journal; v42 n10 p22-25 Oct 1996
DE: *Computer-Assisted-Testing; *Reading-Programs; *Reading-Tests
DE: Decision-Making-Skills; Educational-Resources; Elementary-Secondary-Education; Library-Circulation; Library-Collection-Development; Library-Material-Selection; Literature-Appreciation; School-Libraries; Scores-; Standardized-Tests; Student-Motivation; User-Needs-Information
AB: Although the computerized reading management programs, Accelerated Reader and Electronic Bookshelf, increase library circulation and standardized test scores, they have drawbacks. Both programs devalue reading, diminish motivation, limit title choice, restrict materials selection and collection development, discourage independent selection of books, emphasize testing rather than needs, and fail to make the best use of school resources. (PEN)
AN: ED399508
AU: Rosenheck,-Donna; and-others
TI: Accelerated Reader Impact on Feelings about Reading and Library Use: A Survey of Fifth Grade Students in Lee County, Florida, To Determine How a Computerized Reading Management Program Affects Attitudes toward Reading and the Media Center and Frequency of Library Use.
PY: 1996
NT: Survey Research Project, Library and Information Science Research Methods, University of South Florida.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED399508
DE: *Acceleration-Education; *Computer-Assisted-Instruction; *Reading-Attitudes; *Reading-Instruction; *Student-Attitudes
DE: Grade-5; Intermediate-Grades; Library-Surveys; Mass-Media-Use; Reading-Research; Student-Surveys; Use-Studies
AB: A study examined how Accelerated Reader Program (a computerized reading management program used in elementary education) affected attitudes toward reading and use of the media center. Fifth-grade students in three Lee County, Florida schools were surveyed. One school had no Accelerated Reader program in place; one school had a mandatory Accelerated Reader Program; and one school had a voluntary Accelerated Reader Program. All schools had similar pupil composition (socioeconomic, multicultural, achievement levels) and so were comparable. A two-page survey instrument was developed that included queries about the use of the media center, number of books checked out, enjoyment of reading, and favorite indoor activities. A total of 222 surveys were completed and the results tabulated. Results indicated no relationship between the use of Accelerated Reader and frequency of library use or attitudes toward reading and the media center. Results also indicated that the great majority of fifth-grade students in all three schools enjoyed reading. The most common response to the open-ended query "What would you change in the media center?" was "change nothing." (Contains eight references. Appendixes present the survey instrument, seven charts and one table of data, and information from Accelerated Reader Program.) (Author/RS)
 Help Your Child Read And Succeed |
Other Resources (available either for sale or via interlibrary loan)
Title: Great ways to motivate students to read.
Year: 2000
Publisher: School Renaissance Institute
Title: Getting started with Accelerated Reader and Reading Renaissance.
Year: 2000
Publisher: Advantage Learning Systems UK Ltd.
Title: Teacher's handbook 6-8: a practical guide to reading renaissance in middle school
Year: 2000
Publisher: The School Renaissance Institute, Inc.
**Accelerated Reader packages**
Title: Accelerated reader computerized reading management system.
Edition: Release 4.0. Year: 1998
Publication: Wisconsin Rapids, WI. :; Advantage Learning Systems
Description: 6 computer disks ; 3 1/2 in. + Includes: 2 computer optical discs; 4 3/4 in. + 1 user's guide. Language: English
Abstract: Individualized reading program designed to motivate students to read more and better books. Titles are high in reader interest but low in required reading ability. Contents: Disk 1. Install disk 1 -- Disk 2. Install disk 2 -- Disk 3. Young adult vol. 1 -- Disk 4. Advanced classics -- Disk 5. Timeless classics -- Disk 6. Adolescent concerns CD-ROM 1. AR book guide -- CD-ROM 2. AR title finder.
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