This quantitative, non-experimental, correlational study investigated the effects of the Accelerated Reader (AR) program on reading achievement in elementary school students. The study also examined the perceptions of teachers and administrators about the effectiveness of the AR program. This study took place in three elementary schools located in a rural, northeastern school district in a South Atlantic state. Student assessment data were analyzed in terms of scores from standardized tests on reading and the AR program. Teachers and administrators answered a survey about their perceptions of the AR program. In addition, the study investigated if students' socioeconomic status and gender effect reading achievement with respect to the use of the AR program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]