1. Interactive Discussion:
Improving the Effectiveness of
the Accelerated Reader Program or
Relationships among Multiple Contextual Factors
of the Accelerated Reader Program
as Reported by Urban Teachers
of African American Students
Debra R. Johnson
Doctoral Candidate in Reading Education
Oakland University
10.13.14

2. The Accelerated Reader Program
• Created in response to Becoming a Nation of Readers: The
Report of the Commission on Reading (Anderson, Hiebert, Scott,
& Wilkinson, 1985)
• Nation’s most popular reading program (Biggers, 2001)
• For many urban teachers of African American students, the
Accelerated Reader program is the only tool the teachers can use to
increase their students’ reading scores.

3. African American Children and Reading
• Reading achievement gaps by race still persist among the nation’s
school children (Flowers, 2007).
• The lives of African American children may be negatively impacted as
the direct result of a reading deficiency (Melton, Smothers, Anderson,
Fulton, Replogue, & Thomas, 2004).
• Teachers of African American students must seek practical solutions
to improve African American students’ reading skills (Flowers, 2003).

4. Significance of the Study
• To reveal elements and strategies that urban teachers may believe increase
the STAR reading scores of African American students who use the
Accelerated Reader program.
• To determine whether these independent variables:
• the teachers’ highest level of educational attainment,
• years of teaching experience,
• number of Accelerated Reader workshops attended,
• years of experience using the Accelerated Reader program
• Current grade level(s) of students taught
have a significant effect on those elements and strategies related to the
Accelerated Reader program as reported by urban teachers of African
American students. The results of this study may be used to improve the
effectiveness of the Accelerated Reader program when it is used with African
American students.

5. Data Collection Instrument:
The Teachers’ Survey
• Designed by the researcher and based on her experiences as a high
school English teacher of African American students
• Based on research (a partial list):
• Wayne and Youngs (2003) on advanced degrees and student achievement in
English
• Antrim and Beard (2010) on teacher-librarians and successful literacy
programs
• Cooke (1974) on black literature and African American students
• Classroom libraries and student learners (Hall, Hedrick, & Williams, 2014)
• Parental involvement and African American achievement (Jeynes, 2011)
Please complete a survey!

6. Discussion of the Teachers’ Survey
• Which parts of the survey should be changed?
• Which questions or statements may have been unclear?
• Were any parts of the survey enjoyable?
• Questions or comments about the Teachers’ Survey?

7. • Reading Achievement of African American Elementary School Students
• Black children have not been well served by our nation’s public schools (Boykin,
2002)
• Black first-graders’ reading achievement moderated by schools they attended
(Chatterji, 2006)
• Inauthentic texts, incompatible learning styles, and institutional disciplinary factors
contribute to black reading underachievement (Husband, 2012)
• Reading Achievement of African American Middle School Students
• By middle school, struggling black readers
• May disconnect from learning
• Get referred to special education programs
• May be retained
• Behavior problems may escalate, resulting in suspension and expulsion (Beaulieu, 2002)
A Review of the Literature

8. A Review of the Literature, continued
• Reading Achievement of African American High School Students
• Older students become less interested in reading
• Large numbers of secondary students require targeted reading instruction
• Teachers have less time to implement reading strategies (Wilson, 1999)
Good News!
• NAEP 2012 results indicate a narrowing of the white-black gap in
reading since the 1970s; specifically, the average score for black
students was 36 points higher in 2012 than in 1971.

9. Methodology of the Study
Obtain
permission from
a school system
that utilizes the
Accelerated
Reader program
and serves
African
American
students from
grades five
through twelve
Obtain IRB
approval from
Oakland
University
Mail teachers’
survey with
$5.00 addressed
to 125 English
teachers at
schools within
the school
system that
utilizes the
Accelerated
Reader Program
Ten business
days after initial
mailing, send
reminder post
cards to
potential
participants
Twenty business
days after initial
mailing, send
final reminder
postcards to
potential
participants
Perform a linear
regression
analysis using
SPSS to
determine if the
five independent
variables have a
significant effect
on the
Accelerated
Reader
elements and
methods
teachers may
report as
increasing
African
American
students’ STAR
reading scores
Share results
and conclusions
of study

10. Statistical Analyses of the Study
Educational
attainment of
participants
Years of teaching
experience
Number of AR
workshops
attended
Number of years
using AR in the
classroom
Grade level(s) of
students
The researcher will use linear regression analyses to determine whether these independent
variables have a significant effect on the five elements of the Accelerated Reader (AR)
program and the fourteen methods that teachers may use to increase the STAR reading
scores of African American students.
Independent Variables Dependent Variables
3 STAR
tests/year
Inform students
of STAR and/or
AR results
Allow STAR
retakes
Inform class of
STAR reading
level
Reward
students for
passing AR tests
Five Elements of AR Fourteen AR Methods or Strategies
Librarian helps students find AR books
Only teacher helps students find books
Teacher recommends AR books
Teacher recommends AR books by African American authors
Teacher recommends AR books about African Americans
Teacher maintains AR classroom library
Students can borrow AR books
Teacher notifies parents of STAR and/or AR quiz results
Teacher visually displays STAR and/or AR quiz progress
Students participate in AR contests
Teacher meets with students to discuss STAR and/or AR quiz results
Administration encourages teachers to use AR
AR is important part of School Improvement Plan
I am the only AR teacher in department

11. Limitations of the Study
• Sample will consist of teacher participants of African American students.
Results may not be generalizable to students of other cultural backgrounds.
• Eight weeks may not be enough time to collect data on effective methods
and strategies that may increase reading scores of African American
students.
• Since contact with teachers will occur by mail, the teachers may prefer
email communication or electronic surveys.
• The Accelerated Reader program does not measure student interest or
motivation, which are influential factors in students’ reading achievement.

12. References
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. (1985). Becoming a nation of readers: The report of the commission on reading. Washington,
D.C.: The National Institute of Education.
Antrim, P., & Beard, T. H. (2010). Reading workshops are most effective with a teacher-librarian. Teacher Librarian, 37(5), 24-29.
Beaulieu, L. M. African American children and literacy: Literacy development across the elementary, middle, and high school years. In S. J. Denbo, & L. M.
Beaulieu (Eds.), Improving schools for African American students: A reader for educational leaders (pp. 133-146). Springfield, IL: Charles C.
Thomas, Publisher, Ltd.
Biggers, D. (2001). The argument against AR. Journal of Adolescent & Adult Literacy, 45(1), 72-75.
Boykin, A. W. (2002). Talent development, cultural deep structure, and school reform: Implications for African immersion initiatives. In S. J. Denbo, & L. M.
Beaulieu (Eds.), Improving schools for African American students: A reader for educational leaders (pp. 81-94). Springfield, IL: Charles C.
Thomas, Publisher, Ltd.
Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal
Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489-507.
Cooke, G. (1974). Reading works by black and white writers: Effects on students’ attitudes. Journal of Black Studies, 5(2), 123-133.
Flowers, L. A. (2007). Recommendations for research to improve reading achievement for African American students. Reading Research Quarterly, 42(3),
424-428.
Flowers, T. A. (2003). Exploring the influence of reading for pleasure on African American high school students’ reading achievement. The High School
Journal, 87(1), 58-62.
Hall, K. W., Hedrick, W. B., & Williams, L. M. (2014). Every day we’re shufflin’: Empowering students during in-school independent reading. Childhood
Education, 90(2), 91-98.
Husband, T. (2012). Addressing reading underachievement in African American boys through a multi-contextual approach. Reading Horizons, 52(1), 1-25..
Jeynes, W. H. (2011). Parental involvement and academic success. New York: Routledge.
Melton, C. M., Smothers, B. C., Anderson, E., Fulton, R., Replogue, W. H., & Thomas, L. (2004). A study on the effect of the Accelerated Reader program on
fifth grade students’ reading achievement growth. Reading Improvement, 41(1), 18-23.
National Assessment of Educational Progress. (2012). Trends in academic Progress. National Center for Education Statistics. Washington, D.C.: U.S.
Department of Education.
Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(2), 89-122.
Wilson, J.D., & Casey, L. H. (2007). Understanding the recreational reading patters of secondary students. Reading Improvement, 44(7), 40-49.