The purpose of my research is to findout how I can utilize RenaissanceLearning’s Accelerated Reader, to thefullest extent possible, to improvestudent academic success in reading.
RESEARCH QUESTIONS 1) What can I do to help promote the Accelerated Reader program in my class so that it encourages students to read? 2) How can I incorporate AR into my daily classroom routines? 3) Can successfully integrating AR assist low performing students reach grade level? 4) What are the best practices of AR?
CONTROVERSY Recall only Intrinsic vs. Extrinsic No higher order thinking skills -Prizes vs. Praises requiredCOMPREHENSION REWARDS
Improved oral reading fluency of 4 to 20 words per minute in low performing students. Estimated Oral Reading Fluency 110 101 98 100 92 88 90 83 79 79Number of words per minute 80 70 65 59 60 60 50 Pre Test 40 Post Test 30 20 10 0 GA LA PA GC ZK Students
Improved scores of 2 months to 6 months in reading levels of low performing students. Grade Equivalent Reading Level 4 3.8 3.6 3.5 3.4 3.3 3.1 3 2.9 2.9 2.5Grade Equivalent 2.5 2.3 2.3 2 Pre Test 1.5 Post Test 1 0.5 0 GA LA PA GC ZK Students
CREDITS Staff at Rozet Elementary Selected students at Rozet Elementary Renaissance Learning: Advanced Technology for Data Driven Schools. (2011). Retrieved from http://www.renlearn.com (2007). Getting Results with Accelerated Reader. United States of American: Renaissance Persinger, JM (2001). What Are the Characteristics of a Successful Implementation of Accelerated Reader?. Knowledge Quest (1094-9046), 29(5), p.30. Institute for Academic Excellence. (1997, November). Toward a balanced approach to reading motivation. Retrieved from http://www.eric.edgov/PDFS/ED421687.pdf Biggers, D. (2001). The argument against accelerated reader. Journal of Adolescent & Adult Literacy, 45(1), 72. Retrieved from EBSCOhost. Krashen, S. (2002). Accelerated Reader: Does it work? If so, why?. School Libraries in Canda, 22(2), 24. Retrieved from EBSCOhost.