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A comparison of two uses of the Accelerated Reader™ program
DISSERTATION

, Clemson University, United States

Clemson University . Awarded

Abstract

The purpose of this study was to compare two different uses of the Accelerated Reader™ (AR™) program to determine which method produced the greater reading gain. AR™ is a reading management computer software program that allows students to take tests on books they have read to determine how well they have understood what they have read. The first method used in this study was a traditional textbook-based program with AR™ used as a supplement; the second method used AR™ as a stand-alone program without a textbook. The subjects were seventh grade reading students from a medium-sized, suburban middle school with a diverse socio-economic population, located in upper South Carolina. Quasi-experimental samples (intact classes) of students were pre-tested with the STAR™ tests before receiving the randomly assigned treatment methods after which they then were post-tested. Analysis of covariance tests of the STAR™ data revealed that there was no statistically significant difference between the reading gains of the methods. Both methods of using AR™ produced reading gains of .875 years in a semester (.5 year) period. The initial reading level and the order of treatments were found to be statistically significant in this study.

Citation

Bobo, J.C. A comparison of two uses of the Accelerated Reader™ program. Ph.D. thesis, Clemson University. Retrieved April 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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