A Study of the Effects of the Accelerated Reader Program on Fifth Grade Students' Reading Achievement Growth PDF Download
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Author: Cindy Magee Melton
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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Author: Cindy Magee Melton
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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Author: Mary Laird Knox
Publisher:
ISBN:
Category : Accelerated reader (Computer file)
Languages : en
Pages : 242
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Book Description
Author: Jan Nichols
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 106
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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: Barbara J. Guzzetti
Publisher: Bloomsbury Publishing USA
ISBN: 0313069212
Category : Education
Languages : en
Pages : 1038
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Book Description
Living in an age of communication, literacy is an extremely integral part of our society. We are impacted by literature during our infancy, childhood, adolescence, and adulthood. This four volume set includes information from specialists in the field who discuss the influence of popular culture, media, and technology on literacy. Together, they offer a comprehensive outline of the study and practice of literacy in the United States.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
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Author: Gina Gurley Holman
Publisher:
ISBN:
Category : Accelerated reader (Computer file)
Languages : en
Pages : 164
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Author: Angela Dee Spiller
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 298
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Book Description
This study was developed to determine the interconnectivity between Accelerated Reader and its impact on standardized achievement tests, reading comprehension, motivation to read, and overall reading growth. Historical data from 2017-2018 was taken from fourth-grade students who attended a suburban elementary school in a large public school district. Using a correlational and survey research design, data collected included: end of year Accelerated Reader Student Growth Percentile scores, standardized Reading and Language Arts test scores, growth and performance scores, reading report card grades, and interviews with parents, teachers, and administrators. Limited data revealed that the study was inconclusive. However, the recommendation is that Accelerated Reader should be used as a supplemental source to create student success in reading comprehension and growth.
Author: Terry Furr Griffin
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 198
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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: Matthew K. Burns
Publisher: Guilford Publications
ISBN: 1462526144
Category : Education
Languages : en
Pages : 401
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Book Description
Natalie Rathvon appears as sole author on first (1999) and second (2008) editions' title pages.
Author: Tiffany Gail Tucker
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM assessment. Student attitudes towards reading were also examined. While the results of a logistic regression provided little support for the idea that student's or his/her teacher's choice of the student's AR goals enhanced the student's chances of AR goal attainment, other analyses suggested that the student's choosing had positive effects. An OLS regression analysis of students' easyCBM posttest scores indicated that, controlling for prior achievement, easyCBM pretest scores, and other demographic variables, allowing the student to choose his or her own goals is linked to greater growth in reading. In terms of student affect, a similar sort of OLS analysis linked student choice of reading goals to improved attitudes towards recreational reading, but the link between student choice and improved attitudes towards academic reading was only observed among Grade 5 participants in the study.
