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Author: Teresa A. Hunter
Publisher:
ISBN:
Category :
Languages : en
Pages : 157
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Book Description
"In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of proximal development. The overall research question for this quasi-experimental, longitudinal study was whether AR impacted students' reading change scores on a standardized test over a 2-year period. Reading achievement data of students in 4 elementary schools were gathered for 2 years. Data consisted of scores from the reading portion of the Measures of Academic Progress achievement test. Seventy-four students from 2 schools participated in AR for 2 years, while the control group -- 72 students from 2 other schools -- did not participate in AR. Data were analyzed using multiple regression, controlling for the effects of gender, special education status, gifted and talented education participation, Title I participation, and English language learner status. Findings showed the AR program had a significant direct impact on vocabulary score changes from 2009 to 2010 but a significant inverse impact on overall reading and vocabulary score changes from 2010 to 2011. Because the district under study is relying on AR to improve student outcomes, the project for this study was an evaluation report including an evaluation of the effectiveness of AR. An action plan was also provided to investigate the level of AR program fidelity to identify possible reasons for this study's unexpected results. Positive social change implications include providing research-based data to school administration to inform curriculum and professional development and improve student outcomes and school performance targets."--Preliminary page.
Author: Teresa A. Hunter
Publisher:
ISBN:
Category :
Languages : en
Pages : 157
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Book Description
"In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of proximal development. The overall research question for this quasi-experimental, longitudinal study was whether AR impacted students' reading change scores on a standardized test over a 2-year period. Reading achievement data of students in 4 elementary schools were gathered for 2 years. Data consisted of scores from the reading portion of the Measures of Academic Progress achievement test. Seventy-four students from 2 schools participated in AR for 2 years, while the control group -- 72 students from 2 other schools -- did not participate in AR. Data were analyzed using multiple regression, controlling for the effects of gender, special education status, gifted and talented education participation, Title I participation, and English language learner status. Findings showed the AR program had a significant direct impact on vocabulary score changes from 2009 to 2010 but a significant inverse impact on overall reading and vocabulary score changes from 2010 to 2011. Because the district under study is relying on AR to improve student outcomes, the project for this study was an evaluation report including an evaluation of the effectiveness of AR. An action plan was also provided to investigate the level of AR program fidelity to identify possible reasons for this study's unexpected results. Positive social change implications include providing research-based data to school administration to inform curriculum and professional development and improve student outcomes and school performance targets."--Preliminary page.
Author: Suzanne McKee Waddell
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages :
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Book Description
This study was conducted to determine if a significant difference existed based on the reading achievement of 3rd grade students as measured by the Mississippi Curriculum Test Reading Scaled Score of those students who utilized the Renaissance Learning's Accelerated Reader Software Management Program and those who did not participate in the program. The impact of gender and ethnicity on reading achievement and the relationship between the STAR Test for Assessment of Reading and the Mississippi Curriculum Test (MCT) as measures of reading achievement were also studied. The findings indicate students who participated in the Accelerated Reading Program achieved significantly higher reading scores than students who did not participate in the program. Within the Accelerated Reading Group, Caucasians earned significantly higher scores than the African-American/Other group. Female participants scored significantly higher scores than males. There was a strong association between the scores students on the STAR Test for Reading Assessment and the Mississippi Curriculum Test. The findings of this study indicated that gender, ethnicity, and the Accelerated Reading Program impacted MCT scores. There existed a strong association between scores on the Mississippi Curriculum Test and the scores on the STAR Test for Reading Assessment. Conclusions that emerged from the study suggest that Renaissance Learning's Accelerated Reader software when used in conjunction with the regular reading series seemed to have a positive impact on reading achievement. Recommendations for future research include investigating a possible gender bias in literature that could impact reading achievement and the impact of ethnicity on reading achievement.
Author: Amy L. Dixon
Publisher:
ISBN:
Category : AR.
Languages : en
Pages : 48
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Book Description
Author: Lyndi N. King
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 194
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Book Description
Over the past century, reading scores have remained relatively stagnant, and educators have experimented with multiple ways to increase both reading fluency and comprehension (National Center for Home Education, 2002). AR claims to be a program that will do both when used correctly (Renaissance Learning, 2014). This research study adds to the body of literature on solutions to low reading scores. The researcher examined the relationship between continuous use of AR and differences in reading grade equivalent and achievement scores in a rural middle school educating predominantly Caucasian, Title I students in fifth, sixth, seventh, and eighth grades.
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: 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:
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
The Accelerated Reader/Reading Renaissance program (now called Accelerated Reader Best Classroom Practices) is a guided reading intervention in which teachers direct student reading of text. It involves two components. Reading Renaissance, the first component, is a set of recommended principles on guided reading (or teachers' direction of students' interactions with text). Accelerated Reader (AR), the second component, is a computer program that facilitates reading practice by providing students and teachers feedback from quizzes based on the books the students read. The program gives students opportunity to practice reading books at their level, provides feedback on student comprehension of books, and helps students establish goals for their reading. One study of Accelerated Reader/Reading Renaissance met the What Works Clearinghouse (WWC) evidence standards. The study included 910 students from grades K to 3 attending 11 schools in a southern school district in the United States. The WWC considers the extent of evidence for Accelerated Reader/Reading Renaissance to be small for comprehension and for general reading achievement. No studies that met WWC standards with or without reservations addressed alphabetics or fluency. Accelerated Reader/Reading Renaissance was found to have potentially positive effects on comprehension and general reading achievement. [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Ross, S.M., Nunnery, J., & Goldfeder, E. (2004). "A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Preliminary evaluation report." Memphis, TN: The University of Memphis, Center for Research in Educational Policy.].
Author: Kenyartic LeWon Brown
Publisher:
ISBN:
Category : Curriculum evaluation
Languages : en
Pages :
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Book Description
This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the Mississippi Curriculum Test (MCT) than students who were instructed using only traditional basal reader textbooks. 6 school districts were selected to participate in this study. There were 1,111 3rd - 5th grade students in the 6 districts between the years 2004 and 2007. Of those 1,111 students, 248 students met the criteria to be included in this study. Therefore, 248 students' reading scores were analyzed for this study. The findings of the study revealed that AR had a positive impact on students' MCT reading scores. There were no significant differences, however, between the reading scores in the three years 2004, 2005, and 2006 of AR students (male or female) and the reading scores of the Non-AR (NAR) students (male or female). There were no significant differences between the reading scores in the three years 2005, 2006, and 2007 of the AR students and the reading scores of the NAR students (male or female). This study was needed to determine if the AR program was beneficial to schools, which were attempting to increase student achievement in reading. The findings of this study may be used to help administrators and schools evaluate the usefulness and money spent on AR. While no significant differences were shown, the results did show that the AR students' scores were higher than the NAR students on the MCT reading.
Author: Linda S. Rogers
Publisher:
ISBN:
Category : Accelerated Reader (Computer file)
Languages : en
Pages : 236
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Author: Samuel Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 42
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Book Description
Student achievement in reading comprehension has been an important topic for the past several years due to the importance of reading in education. School districts in South Carolina have had enormous amounts of pressure put on them to increase student reading comprehension through the implementation of SLOs and the Read to Succeed initiative. The School District of Pickens County has chosen to use the Accelerated Reader program in an attempt to help boost student reading comprehension. The quasi-experimental design was used during the quantitative research process to determine the effect of Accelerated Reader on student reading comprehension and student achievement. The measuring instrument used was student MAP test data from the 2014-2015 and 2015-2016 school years. Overall RIT scores of students were compared during the Fall, Winter, and Spring administrations of MAP during both school years. The results of the study showed an increase in overall RIT for both the experimental and control groups, but there was no significant increase in student reading comprehension with students systematically exposed to Accelerated Reader and students that were not. Appended is: Request to Complete Project.
