The effectiveness of the Accelerated Reader program on improving student instructional reading levels as measured by the Standardized Test for Assessment of Reading
Ronald Dale Bork, Saint Louis University, United States
Saint Louis University . Awarded
A quasi-experimental study was conducted to test the theory of direct reading practice by using the Accelerated Reader program and the Standardized Test for Assessment of Reading. Students in two elementary parochial schools in a midwestern city served as the test population. The dependent variables of success in the Accelerated Reader program and reading level scores on the Standardized Test for Assessment of Reading were studied. A pretest-posttest design was used to determine the effect of the Accelerated Reader program on the reading levels of the students.
The research demonstrated mixed results. Moderate, positive correlations were indicated between reading level and direct reading practice as determined by points accumulated in the Accelerated Reader program. There was also a strong positive relationship between reading level at three different times of the year when controlling for points. Reading levels were more strongly correlated with each other than they were with points accumulated. Results indicated that there was not a significant effect for achievement with respect to age, grade, or gender.
While some moderate to strong correlations existed in the research data, the increases in achievement were not as large as those predicted by the research done by the Institute for Academic Excellence. However, their studies in 1992, 1993, and 1996 included a considerably larger research population.
Although the results of the study were mixed, the Accelerated Reader program and the Standardized Test for Assessment of Reading are still excellent programs that provide a wealth of information which is valuable to the teacher.
Bork, R.D. The effectiveness of the Accelerated Reader program on improving student instructional reading levels as measured by the Standardized Test for Assessment of Reading. Ph.D. thesis, Saint Louis University.
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