A Causal Comparative Study on the Effects of Accelerated Reader PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Causal Comparative Study on the Effects of Accelerated Reader PDF full book. Access full book title A Causal Comparative Study on the Effects of Accelerated Reader by Terry Furr Griffin. Download full books in PDF and EPUB format.
Author: Terry Furr Griffin
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 198
Get Book Here
Book Description
ABSTRACT: The purpose of this study was to evaluate the effectiveness of Accelerated Reader (AR), when it is used as a supplemental reading program in grades 3 through 8. A causal comparative design was utilized. Four research questions were investigated: (1) Do students who use AR experience more than 1year of growth in reading achievement? (2) Do students who participate in AR at different grade levels experience a difference in reading achievement growth? (3) Do students who participate in AR at different achievement levels experience different growth in reading achievement? (4) Does the level of program implementation effect reading achievement growth? The instrumentation for the study included both the North Carolina End-of-Grade Reading Test and an 18-item survey. Independent t-tests were calculated to evaluate Research Questions I and 2. In order to examine reading achievement growth between grade levels and achievement levels, the standardized growth estimate (SGE) was calculated for Research Questions 3 and 4. The results indicated that students in lower grade levels, at lower achievement levels, will receive the most benefit from AR. Furthermore, the level of program implementation is only a factor at grade 3, indicating that actual reading practice may be the critical element instead of specific programmatic guidelines. Recommendations for further research include studies designed to more effectively determine causation.
Author: Terry Furr Griffin
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 198
Get Book Here
Book Description
ABSTRACT: The purpose of this study was to evaluate the effectiveness of Accelerated Reader (AR), when it is used as a supplemental reading program in grades 3 through 8. A causal comparative design was utilized. Four research questions were investigated: (1) Do students who use AR experience more than 1year of growth in reading achievement? (2) Do students who participate in AR at different grade levels experience a difference in reading achievement growth? (3) Do students who participate in AR at different achievement levels experience different growth in reading achievement? (4) Does the level of program implementation effect reading achievement growth? The instrumentation for the study included both the North Carolina End-of-Grade Reading Test and an 18-item survey. Independent t-tests were calculated to evaluate Research Questions I and 2. In order to examine reading achievement growth between grade levels and achievement levels, the standardized growth estimate (SGE) was calculated for Research Questions 3 and 4. The results indicated that students in lower grade levels, at lower achievement levels, will receive the most benefit from AR. Furthermore, the level of program implementation is only a factor at grade 3, indicating that actual reading practice may be the critical element instead of specific programmatic guidelines. Recommendations for further research include studies designed to more effectively determine causation.
Author: Jan Nichols
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 106
Get Book Here
Book Description
Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness of the AR program revealed that many of the studies were conducted more than a decade ago, and a large number of those studies failed to utilize a control group to provide comparative data. Researchers and educators have examined the use of the AR program, whose parent company is Renaissance Learning, for more than 20 years, yet there is still little definitive data on whether the system positively affects student reading comprehension and motivation to read. This causal-comparative design, in the form of an ex post facto study, examined two groups of fifth-grade students to determine if the addition of AR showed statistically significant effects on their reading comprehension. Data were gathered from both an experimental and a control group; the control group utilized the school system's literacy plan for reading instruction, while the experimental group utilized the literacy plan along with mandatory use of AR. Independent t-tests were used to determine if the treatment (AR) had any effect on reading comprehension by group or by gender. The results from the independent t-tests showed no statistically significant effect for reading method by group and no statistically significant effect for gender by group.
Author: Mary Laird Knox
Publisher:
ISBN:
Category : Accelerated reader (Computer file)
Languages : en
Pages : 242
Get Book Here
Book Description
Author: SanJuanita Villanueva
Publisher:
ISBN:
Category : Master's thesis
Languages : en
Pages : 164
Get Book Here
Book Description
Author: Valerie Jean Via Sanchez
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The importance of creating lifelong readers has been always been a value to all teachers because it is critical factor that contributes to a student’s academic success. Accelerated Reader has been implemented among schools across the nation to engage students into reading and used as a tool to measure student learning in reading achievement. Research on Accelerated Reader reveals that the reading program has contradictory findings of having a positive and negative effect on students. A qualitative research design was used to investigate whether and how Accelerated Reader effects students’ perceptions as reader and attitudes towards reading. A total of 25 second graders provided qualitative data with responses to a survey and interview. Classroom observations were also made over the six-week period of the study. Analyses of student behaviors, responses, and comments led to identification of important themes related to the students’ experiences with Accelerated Reader. The results showed that Accelerated Reader did affect students both positively and negatively.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
Get Book Here
Book Description
Author: Gina Gurley Holman
Publisher:
ISBN:
Category : Accelerated reader (Computer file)
Languages : en
Pages : 164
Get Book Here
Book Description
Author: Christopher C. Bohlander
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 36
Get Book Here
Book Description
Author: Sierra Deanna Daugaard
Publisher:
ISBN:
Category : Accelerated reader
Languages : en
Pages : 0
Get Book Here
Book Description
"Renaissance Learning, Inc.'s Accelerated Reader program, commonly referred to as the AR program, has been utilized in schools since the 1980s and is a rather popular program. Accelerated Reader provides comprehension quizzes for students to take on books they have read to earn points. This study aims to determine if Accelerated Reader has an impact on students' intrinsic motivation to read."--From page i.
Author: Barbara Glenn
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 146
Get Book Here
Book Description
